Spring/Summer 2023: The Power of Partnership

LAKESIDE

THE POWER OF PARTNERSHIP

made you look

LITERARY ART

In May, this full-size poster created by junior Bryan C. ’24 appeared in spots around campus, announcing an artful collaboration between the journal Imago and the Lakeside Asian Pacific Students affinity group. The issue — a collection of personal stories stylized as manga panels — helped celebrate Asian American and Pacific Islander Heritage Month.

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by

LAKESIDE MAGAZINE STAFF

EDITOR Jim Collins

DIRECTOR OF COMMUNICATIONS

Amanda Darling ALUMNI

RELATIONS NEWS

Amanda Campbell

ART DIRECTOR

Carol Nakagawa

EDITORIAL ASSISTANT Lorelei S. '25

WRITERS

Megan Burbank, Kai Bynum, Jim Collins, Hans de Grys, Mike Lengel, Makayla Miles, Julia Randall ’20, Leslie Schuyler, Bryan Smith, Shamaar Thomas, Eliot A. ’24, Rohan D. ’25, Angelina P. ’24, Amber P. ’25, Hallie Xu ’23

PHOTOGRAPHERS

Tawfiq Abdulaziz, Clayton Christy, Chloe Collyer, Rod Mar, Paul Dudley, Max Waugh, Mike Lengel, Nano Visser, Katie M. Simmons, John Lok, Jon Purcell ’23

COPY EDITOR

Mark Watanabe

PROOF READERS

Judy Bauer, Arianne True ’09

do not necessarily reflect those of the school.

Illustration: Created by the WOMBO Dream AI art generator. Prompt by Bryan C. '24

Our Shared Sense of the Why

When I consider the notion of “The Power of Partnership,” it seems that power often derives from a shared belief in why something matters. It is purpose or meaning that inspires our feeling to nurture whatever that why is. Depending on the context, you may not always articulate the why. You may not talk at the dinner table about the love you have for your family members, but the why behind that powerful partnership is often felt at a level deeper than words can convey.

Working in partnership at Lakeside, each of us can learn so much from giving voice to our understanding of the why. Our partnerships are strengthened as we listen deeply and learn from each other’s points of view, experiences, and ways of thinking. In the process of arriving at a shared understanding, we become grounded in the why, and both what we will do and how we will do it take on deeper relevance. This collective understanding of purpose and meaning drives the power of the partnership.

When the team’s members all believe in the promise and potential of Lakeside, then the how becomes clearer. As a group, we embrace the accurate cliché of TEAM (Together Everyone Achieves More), working within our collaborative culture built on values such as communication, trust, vulnerability, kindness, nimbleness, clarity, failing forward, and respect. We understand that people make mistakes. We accept that progress isn’t linear. Our shared sense of the why keeps us together and brings substance to the values we want to exercise in the how.

One of the joys I have experienced this year at Lakeside is working with internal and external partners to advance the mission of our school. Whatever the initiative may be, I have seen the faculty and staff, the student body, the parents and guardians, the alumni, the trustees, and many other friends of the school exercise the power of partnership in their collective formulation and protection of the why. I am confident in the decisions we have made in these partnerships.

We believe in our kids. We believe in our colleagues. And we believe in our school. I am inspired by our community because our belief in the why enables us to imagine together and lean forward into the future to realize the promise and potential of Lakeside.

KAI BYNUM HEAD OF SCHOOL

Illustration: Fiona L. '24 and Lexie R. '24

A FRIEND ONCE SAID , “Unless you’re grounded in the why, you won’t get the what right.” We were discussing how to determine what to do within a system and how to drive toward a desired outcome.

Campus Briefs

NEW ACADEMIC BUILDING

At a faculty and staff meeting in April, Kai Bynum announced that the Board of Trustees has approved a plan to begin exploring options and opportunities that would come with the construction of a new academic building on Lakeside’s Upper School campus. The building could potentially alleviate existing pressure on lab and STEM workspaces, create more flexible rooms for humanities classes, and add spaces where students could hang out after class. Employee and student input on the new building dovetails with the timing of the strategic planning begun earlier this year (see page 6).

YOUNG ARTISTS

Three Lakeside art students, Sydney T. ’24, Brandon H. ’27, and Hyunwoo K. ’24, were selected for the Bellevue Arts Museum’s annual “20 Under 20” exhibition. Their work will remain on view in the museum’s Community Education Gallery until Sept. 3.

HIGH HONORS

In addition to state honors taken home by several teams and individuals in Lakeside’s athletics programs (see page 8), the school’s chess and quiz bowl teams both won state championships this past spring — in the case of the chess team, in dramatic, sudden-death fashion. Meanwhile, Lakeside has continued its increasingly dominant showing in regional and national math competitions. In sharing an update through a schoolwide email, math club coach Dean Ballard wrote, “This year we were pleased and proud to have an all-time high of ten Lakeside students reach the rarefied air of the Math Olympiad. But then, there are mountains beyond mountains. The top Olympians nationwide are invited to the Math Olympiad Summer Program, where they are treated to weeks of hard-core training for international math competitions. Alex Z. ’24 has been chosen for this year’s International Math Olympiad team, and Annabel G. ’24 and Amy C. ’26 have been invited to train for a chance to join future USA teams in the European Girls Math Olympiad.”

Continued on page 4

I've worked in community safety as a law enforcement officer and in educational environments for over 30 years. Lakeside School is a safe environment. However, with the challenges of society and the future development near campus, further initiatives are needed to nurture the safety culture.”

— David Buerger, who became Lakeside’s first director of community safety this past March

Light on the Water

ALLOF THESE WORKS were made on-site, en plein air, from life. As the athlete, you are not very aware of the aesthetics of the other bodies, the blades moving around you, the sleek shells, as much as you are aware of the light, the noise, the effort, the water itself. If I couldn’t literally get in the boat to paint that feeling, I did try to put myself out on the water, in the coaching launch and far out on the point of the Log Boom Park dock, to immerse myself in that world.

CAMPUS BRIEFS

continued from page 3

BOAT DEDICATION

On May 13, in a moving ceremony at the Ayrault Shellhouse, new rowing shells were dedicated in honor of three Lakeside heavyweights: Zinda Foster, Latasia Lanier ’90, and Ed Ferry ’59. Speaker Bruce Bailey ’59 noted that

his classmate is Lakeside’s only Olympic gold medal winner to date, while Director of Athletics Chris Hartley included this quote from Civil Rights activist John Lewis: “‘Nothing can stop the power of a committed and determined people to make a difference in our society. Why? Because human beings are the most dynamic link to the divine on this planet.’ Zinda and Latasia were and are those people.”

Artwork by David Orrin Smith '04 DavidOSmithArtist.com

– David Orrin Smith ’04, March 2023

STUDENTS LEADING

Lakeside student affinity groups are playing an ever more active role in the school’s diversity and inclusion work. This winter, members of the Black Student Union facilitated multiracial student conversations and put together all-school programming around Martin Luther King Jr. Day and Black History Month. Two stu-

dents from the South Asian Affinity Groups spoke at the T.J. Vassar ’68 Alumni Diversity Event. The leaders of GLOW (the Upper School LGBTQIA+ alliance group) organized events focused on queer education and celebration. In May, LAPS (Lakeside Asian Pacific Students) collaborated with the editors of Imago on a stunning manga-style collection of stories based on their Asian heritage and identity.

Lakeside’s Purpose

WHAT IS THE PURPOSE of Lakeside? What are the school’s strengths and weaknesses — and where are the opportunities and threats? What should employees keep doing — and what should they stop? What is the ideal state of Lakeside School in the future?

These are some of the questions Lakeside’s strategic plan steering committee has been exploring through the school’s first holistic strategic planning process since 2003. The goal is to chart a path for the next three to five years and articulate a vision that will allow us to focus our ideas, align our efforts, and enhance our community so that Lakeside can continue to fully realize its potential.

The first phase of the strategic planning process focused on listening and learning to get a comprehensive understanding of the state of Lakeside today. Local consulting firm Intentional Futures conducted focus groups and interviews and reviewed hundreds of pages of data from the school. In early summer, the firm will summarize its initial discovery process and major takeaways related to challenges and opportunities the school faces.

When employees and students return in the fall, the second phase will begin: We will collectively develop a vision of where we want to go — a desired future Lakeside. This visioning phase will bring people together and build community as we consider Lakeside’s immediate needs and think big for the future.

STRATEGIC PLAN STEERING COMMITTEE

❚ Reem Abu Rahmeh Middle School director

❚ Jamie Asaka ’96 Director of student and family support

❚ Kai Bynum Head of school

❚ Amanda Darling Director of communications, steering committee co-chair

❚ Lloyd Frink ’83 P’19 ’21 ’25 ’25 Trustee

❚ Charlotte Guyman P’07 ’09 ’13 Trustee, steering committee cochair

❚ Tim Panos ’85 P’22 ’24 ’24 Board of Trustees chair

❚ Carey Crutcher ‘77 Smith P’11 ’14 Trustee

❚ Bridgette Taylor P’21 ’24 Trustee

❚ Wellesley L. Wilson Director of admissions and financial aid

The third phase of the process will occur midyear and will involve figuring out how to move from our current state to where we want to be. Just as teachers determine ways to measure and assess student growth in the classroom, we want to make sure that the goals in our strategic plan are transparent, specific, equitable, and measurable, so that we can understand our own areas for growth and celebrate our successes. Watch for more updates in the months ahead!

— Amanda Darling, director of communications and co-chair of the strategic plan steering committee

Early Returns From the Alumni Survey

1,004 Lakeside graduates shared their thoughts in a wide-ranging poll conducted between January and March 2023. While the qualitative responses have only begun to be analyzed, some early numbers stand out, including:

4.7 out of 5.0 rating of Lakeside’s academic program

4.6 out of 5.0 rating of  Lakeside’s faculty

34.8:1

ratio of alums who felt their years here were “transformational” compared to those who did not

97.3% of respondents reported having had a Lakeside adult who was strongly influential on their student experience

152 alumni reported having served as Lakeside volunteers in the past 5 years

326 additional alums expressed interest in volunteering — with mentoring being the most frequently identified area of interest

We’ll share more detailed information — and how the poll results are already impacting our programming — in the Fall/Winter issue of Lakeside magazine.

Spot illustrations: Amber P. ’25

Special Counsel

THE SIX MEMBERS of Lakeside’s college counseling team represent more than 55 combined years of experience across nearly every facet of the college application process. The close relationships they’ve developed with admissions officers give them beyond-the-website access to institutional data. The professional committee and leadership positions they hold and the conferences they attend provide insider information on national trends. Their deep networks are a source of high-quality crowd-sourced knowledge: how to counsel a competitive, national-level skier; what to tell a candidate who’s curious about colleges in Finland. They have the rare resource of an on-staff writing specialist and the good fortune to work at a school that allows them to attend fly-in college events and to treat visiting college reps the right way. It all shows up in the enviable record of the great colleges our students attend.

Clockwise from left: Ari Worthman (director of college counseling), Catherine Jacobsen (essay specialist), Erin Foster (associate director), Fran Nan (associate director), Bonnie Singh (counselor and writing specialist), Marcia Chaddock (operations manager).

Photo: Katie M. Simmons

Volleyball Serves Up State Championship, Swim and Tennis Teams Dominate Metro

first state championship since 2016.

“We had worked extremely hard the entire season with one goal in mind: to win the state championship,” said senior Sophie Broesamle, who was named Metro League Most Valuable Player. “Once the final whistle blew and we heard the announcer declare ‘The Lakeside Lions are your 2022 Washington State 3A Champions,’ the feeling was surreal.”

Meanwhile, Girls Swim and Dive continued their own history-in-themaking, winning their 11th straight Metro League team title, with three relay teams capturing individual Metro championships. Ella J. ’25 shattered school records in the 200 individual medley (2:02.5), 100 butterfly (52.05), and 100 backstroke (54.11), won two individual Metro League events and one district event, and took first in two state events.

Girls Soccer also brought the Metro League championship home, posting three straight shutouts in the tournament. It was their sixth year in a row appearing in the Metro finals.

A STANDARD HIGH SCHOOL VOLLEYBALL game consists of two teams playing a best-of-five-sets game; the first to 25 points wins a set; the first to win three sets wins the game. Of the 24 games the Lions Volleyball team played in the fall 2022 campaign, it never lost a game. Twenty-four wins, zero losses, picking up a Metro League championship, a Sea-King District 2 championship, and a Washington Interscholastic Activities Association (WIAA) 3A State Championship along the way.

Even more impressive? The team dropped only three sets all season long — and those didn’t even come until the postseason. That’s 15 regular-season games without dropping a single set. It was Bellevue that finally poked a hole in Lakeside’s ar-

mor, in a Sea-King District 2 playoff match, giving the Lions their first two dropped sets of the year. Then Mt. Spokane got one in the state semifinal match. The Lions went on to defeat Mead in three straight sets — 25-17, 25-13, 25-10 — to win their

As the winter season began, Girls Basketball jumped out to a quick 4-0 start with blowout wins over Nathan Hale (71-20), Eastside Catholic (62-33), and Bishop Blanchet (74-43)

Photo collages by Mike Lengel

before being handed their first loss when they were defeated by Garfield, the defending Metro League and WIAA 3A state champions, and ranked No. 1 in the state at the time. The Lions got revenge later in the season when Garfield visited The Paul G. Allen Athletics Center and received a 58-36 romping by Lakeside, ending Garfield’s 31-game winning streak and propelling the Lions to a No. 2 state ranking heading into the Metro League postseason. Senior guard Claire O’Connor was later named the 2023 Washington Girls Basketball Coaches Association Player of the Year.

Boys Basketball rattled off three straight upset victories in three straight days of Metro postseason play: a Tuesday win over Ballard, a Wednesday win over Blanchet, and a tight Thursday victory over Nathan Hale.

Boys Swim and Dive collected another Metro League championship trophy before finishing second in the WIAA state meet, where the boys 200 medley relay team of Ayden T. ’24, Alvin Z. ’24, Ulee K. ’25, and Jerry C. ’23 set a school record of 1:33.61. Boys head coach Matt Miller was named WIAA 3A Coach of the Year.

The Class of 2023

When the unseasonably cool and wet weather finally turned to spring, the Tennis team won its third straight Metro League team championship, as well as championships in girls doubles (Addie S. ’25 and Ava L. ’25) and boys doubles (Justin Y. ’23 and Zach T. ’26); Vincent Y. ’24 took home the boys singles Metro Championship and the WIAA 3A boys singles state championship in late May. The tennis team finished second in the state tournament.

Boys Soccer finished third in the state after another appearance in the Metro League championship game. The Lions Baseball team made an exciting run through the Metro League, including an 11th inning upset victory over West Seattle, at the time ranked No. 1 in the state. And after an impressive showing at the Northwest Regionals regatta in Vancouver, Washington, Boys and Girls Crew sent four boats to the 2023 USRowing Youth National Championships in Sarasota, Florida, in early June.

Mike Lengel is assistant director of athletics and creative content director for Lakeside Athletics. Reach him at athleticsdept@ lakesideschool.org.

IN WHAT WAS in many ways a return to a familiar rite of passage — the 98th commencement in Lakeside’s history, “Pomp and Circumstance” on the Quad on a sun-kissed June afternoon — visible reminders of newness and evolution abounded. An immense white tent offered shelter in the event of a repeat of last year’s deluge. On stage sat the first new head of school in nearly a quarter-century. Graduates marched with tasseled graduation caps, many of them stylish: a string of blue LED lights blinked atop one; on another, a small, lifelike bird with magenta feathers nestled in its nest. The seniors wore boutonnieres presented to them earlier that morning from their advisors: a chrysanthemum, the St. Nicholas School flower in the Lakeside crest, said to symbolize joy, fidelity, and optimism.

Annie Frohlich ’23, one of two speakers elected by the class, talked about the emotional whiplash of graduation season. “How lucky we are to have something that makes saying goodbye so hard,” she said.

— Jim Collins

Photos: Lindsay Orlowski (top right); Jane Ridgeway (bottom)

inside lakeside STUDENT SHOWCASE

ARTIST

NATE CHAOWEERAPRASIT ’22

On the first day of school, 147 incoming 9th graders were greeted with a special campus map waiting for them in their Bliss Hall mailboxes. The useful — if somewhat cheeky — visual aid was the work of Nate Chaoweeraprasit '22, who created the map for the summer 2022 issue of Imago, the Upper School’s literary journal.

Nate drew inspiration from the minimalist work of Italian designer Massimo Vignelli and his iconic 1972 New York City subway map. Using the software programs Procreate and Adobe Illustrator, Nate created a diagram of the Upper School campus incorporating signature Vignelli touches: ultra-efficient geometric lines; blocky figures; eight-color palette; and Helvetica typeface. The map simultaneously evokes students’ everyday commute crisscrossing the campus and the idiosyncrasy of the school environment, down to the nicknames students assigned the portable buildings at the start of the COVID-19 pandemic.

As Vignelli himself had to explain following the controversial reception of his ’72 subway map, Nate’s interpretation is more figurative diagram than literal map, made to ease travel from point to point rather than pinpoint locations for lost and wayward travelers.

inside lakeside

Taking a Lead in Preserving the Past

ONE HUNDRED YEARS AGO , Frank G. Moran sold his fledgling primary school, Moran-Lakeside School, to a group of parents led by Reginald Parsons. Parsons et al. incorporated their new institution — “Lakeside Day School” — on May 8, 1923. Exactly 80 years later, Lakeside hired its first archivist to care for the historical records and memorabilia that had filled basement shelves, attic closets, and stacked boxes all over campus, one of which included the school’s signed papers of incorporation.

The entire endeavor was made possible by a head of school, Bernie Noe, who understood the value of archives, and an alum, Bruce McCaw ’64, whose generosity of a four-year pledge highlighted his commitment to Lakeside and the preservation of its past.

Lakeside’s first archivist, Lisa Sanders, had her work cut out for her: What to save? Where to put the materials? How to use and share them? How could we best preserve minutes from trustee meetings dating back to the earliest years? Did the school really need 10 copies of each Numidian yearbook? Is it possible (or even desirable) to digitize the entire collection? What is the archives’ mission? Is it similar to a university or college archives’, catering to external researchers and serving as a center for historical inquiry? Or is it an organizational asset, focusing on Lakeside and the school community and striving to connect or rekindle relationships with current or former students, parents, and employees?

Sanders set to work creating a climate-controlled space under the eaves of the top floor of Bliss Hall, assembling shelves, rehousing one-of-a-kind materials, describing them in ways that would make them easy to find and share, creating an oral history program, and defining the archives’ mission: to care for the school’s history and integrate it into the lives of Lakeside community members past and present.

Over the course of that initial four-year gift, the foundations of a successful program were set, and when I was hired in 2008, the archives program, situated within the development department, had the support of the school community. The program has evolved to serve current students and employees, teaching them that, as Shakespeare said, “What’s past is prologue.” It serves former employees and alumni, as well, building a bridge between their formative years and where they are today. For an institution, the historical records remind us of how far we’ve come — and how close we still are to some of our founding tenets.

Over the past 15 years, when I’ve struggled with a question or problem, I’ve sought the advice of fellow archivists. Most of them have been from institutions on the East Coast. Independent school archivists in the Eastern states

are more plentiful than in the West; at least for now. My mentors were from Phillips Exeter, Bryn Mawr, and Sidwell Friends School. I modeled my classification scheme on work they had done, and I connected with them at annual conferences. It often felt a bit lonely returning to Lakeside.

Then, about 10 years ago, our alumni relations director had me speak to her colleagues from area independent schools about our program. Gradually, I began hearing from schools in our region and consulting with them about setting up archives programs of their own. This was usually in response to a major historical milestone and the sudden need to be able to access historical treasures and touchpoints.

Educational institutions — in the business of helping students learn and grow — generally focus on progress and the future. But to truly thrive, independent schools also rely on deep connections with their communities: students, parents, alumni, and current and former employees. More schools in our area were realizing that an active archives can help foster those connections.

This past December, I organized the first Washington Area School Archivists (WASA) meeting, with archivists from Annie Wright Academy in Tacoma, Bush School, and Holy Names Academy. Four of us met at Oddfellows Café on Capitol Hill, and then visited Holy Names’ new Heritage Center. The Northwest School and Seattle Prep also have fledgling programs. I’m excited that Northwest independent schools are recognizing that archives are institutional assets.

Alumni understand the importance of the Lakeside they remember, even if they recognize the inevitability and benefits of progress. Archival shelves contain not only the dusty volumes written by those who came before, but also the valuable insights that helped shape today’s institution. Lakeside’s program has become a model for area schools, and WASA, I hope, is the beginning of a beautiful partnership.

Photo: Jon Purcell ’23

Leslie Schuyler: “To truly thrive, independent schools rely on deep connections with students, parents, alumni... More schools in our area were realizing that an active archives can help foster those connections.”

LETTERS (FOR THE RECORD)

IQUITE ENJOYED Leslie Schuyler’s article on the history of drama at Lakeside (Fall/Winter 2022), especially the reminiscences of Al Snapp. Al arrived my senior year, and I was one of his first students in his newly revived theater program, helping lay the foundation for what would become, for me, a lifelong love affair. I never went into the theater professionally (I opted for medical school — greater job security), but I have been active for decades on the semipro circuit, first in Seattle, then in Sacramento, and in more recent decades Birmingham, Alabama, where I perform, write for the stage, and direct as my schedule allows.

There are a couple of factual errors in the article I would like to point out for posterity’s sake.

The first play performed in early 1979 in St. Nicholas Hall was not “One Flew Over the Cuckoo’s Nest” (which went up in April), but “A Midsummer Night’s Dream” (which went up in February). Both starred Graham Winton ’79, who went on to a New York career with major stage credits and a long stint as Caleb Snyder on “As the World Turns.” After “Cuckoo” came “Black Comedy” and “The Real Inspector Hound.”

The first full year of shows in St. Nicholas Hall did not include “The Boy Friend.” That was a year or two later. It did include “The Geranium on the Windowsill Just Died,” which happened in May 1980. Linda Hartzell directed it, as well as Edward Bond’s “The Sea.” The other major production that year was “You Can’t Take It with You.”

I have various anecdotes of those days, such as the entire cast of “You Can’t Take It with You” being suspended or how Graham Winton dislocated his shoulder during the dedicatory performance of St. Nicholas Hall.

— Andrew Duxbury ’80

IWANT TO THANK Terry Agnew ’54 for the information he sent regarding the Shirleys (former drama faculty), along with sharing the news of the recent passing of classmate Buddy Branchflower ’54.

To add to the record: I did a little research and found that Robert Shirley arrived at Lakeside in the fall of 1951 and taught freshman and sophomore English here until 1953. He supervised drama with the help of his wife, who directed at least one production. The 1952 Numidian gives a few details about his help with “Eleven Against the Sea” and the production of “Command Decision,” in which Mr. Agnew and Buddy Branchflower each played a part.

— Leslie Schuyler

The End of Rummage

IF NOT FOR ITS ACADEMIC REPUTATION or its collegelike red-brick campus, what Lakeside is perhaps best known for in the Seattle region is the Rummage Sale. The school launched the event in 1951 in the Chapel basement, and subsequently held it in locations as varied and vast as the Seattle Center Flag Pavilion and an 89,000-square-foot double hangar at Magnuson Park. At one point, the sale had enough merchandise to fill 11 semitrailers, each 45 feet long. The biannual sale quickly became a tradition and an important fundraiser for the Parents and Guardians Association. Now, after 68 years of sales interrupted by a global pandemic, involving factors that began more than a decade ago, the PGA has made the difficult decision to permanently cancel what was — for many Seattleites — their first, or only, introduction to Lakeside School.

— Zane R. ’24, from the March 2023 issue of Tatler, announcing the end of the long-running Lakeside Rummage Sale.

A Dream Financial Aid Program

Kris Knutson first found out about the Growing Herbalist Immersion program through an ad on Facebook near the end of the pandemic. “I just thought, ‘I need to get out and do something,’ ” she says. That’s how she wound up applying for a Dexter K. Strong grant to take the course. Not long afterward, she was making monthly drives up to a farm in Ferndale.

Knutson was not new to growing. Outside of her role as a library technician at the Middle School, she is an avid vegetable gardener, with a 200-square-foot plot near Haller Lake. The course in Ferndale was a new approach to the craft, though. At times arcane, the curriculum covered skills from tinctures and cough syrups to compost piles

and beekeeping. The focus was on permaculture: lasting, sustainable systems made up mostly of perennial herbs and vegetables. Over the course of the seven-month growing season, Knutson greatly expanded her understanding of both planting and harvesting. She recalls one particular surprise in the experience of pulling tubers: “To pull out a plant and realize it has such a distinctive aroma — you walk around all day without thinking about how roots smell. It was just a different perspective on the world in that way.”

The opportunity to widen points of view is exactly the intention of the Dexter K. Strong short-term grant for staff and faculty. (See sidebar.) The most popular use for the annual funding is travel, whether that be for trekking through Japan’s

DEXTER STRONG’S LEGACY

Dexter K. Strong (1907–1985) left a lasting impression during his tenure as head of school from 1956 to 1969. His legacy includes the Dexter K. Strong Endowment, founded upon his retirement. According to Strong’s “Footnotes from the Headmaster,” Dr. Joel Baker and a few other faithful Lakesiders contributed some $300,000 to the school, and the trustees “promptly converted this manna into the D.K.S. Faculty Endowment Fund.” The endowment aims to “enhance the individual development and personal growth of Lakeside teachers by awarding monetary grants for a variety of projects.” Though the endowment

supports individuals pursuing individual interests, the trustees believed that the amelioration of staff and faculty would result in an overall improvement of the school.

The endowment provides long-term grants that support faculty members taking full-year or half-year leaves, and short-term grants for faculty and staff members pursuing an activity unrelated to professional development. A rotating committee oversees the applications and distributes the funds.

“[The grant] mostly funds experiences or education rather than things,” explains former

Photo: xxxxxxx

Avid gardener Kris Knutson (left) shows off the medicinal roots of a marshmallow plant. Allison Conkin (center) rides on Vermont gravel. Venice’s Acqua Alta bookstore (right) was a dream destination for teacher Leili Besharat. Photo by Annabel Edwards.

Northern Alps, as Upper School math teacher Alina Badus will be doing this year, or driving across the country to compete in a gravel bike race in Richmond, Vermont, as special events coordinator Allison Conkin did last summer. Middle School English teacher Leili Besharat used the grant to help fund a trip to Croatia and the Venice Biennale, which gave her the chance to return to her childhood home and share Italian art and culture with her own children — and to visit an English teacher’s dream of a bookstore, the famous Libreria Acqua Alta.

A few recent recipients set their sights closer to home. As a new parent, Upper School math teacher Anna VanderLugt used her grant to sign up for a 10week program for early parenthood support, through which she was able to connect with other parents of similar age children around the Seattle area.

Conversely, music teacher Erica Johansen put the money toward a crash course on the other side of early parenting with a doula training workshop. She had become interested in the process of childbirth after having her second child, who had been delivered with the help of a doula. She pursued the training as a way of entertaining her curiosity while learning to provide the same vital resource for other mothers. “Since I didn’t want to have any more children, I just decided it might be an interesting way of serving that interest,” she says. After rigorous training in breathing, massage techniques, and other aspects of childbirth not handled by doctors and midwives, she received her certification and began offering her services online. Johansen has worked in the position over the summer for several years, usually assisting with two or three births each season. In her time as a doula, she has been able to attend more than 10 births — including one of a faculty colleague. “I wouldn’t have been able to do the workshop without help from Lakeside,” she says. “It’s an amazing opportunity that the school provides.”

— Eliot A. ’24

committee chair Heather Butler, assistant director of technology and Middle School makerspace coordinator. “For example, the short-term grant will fund a photography class, but probably not the buying of a new camera.” The grant process for short-term grants is fairly straightforward. “The committee likes to see thoughtful, detailed plans,” says Butler, and prefers a diversity of purposes. Butler herself has received four short-term grants: an introduction to rock climbing class, funding for a European vacation, gas for a road trip to Baja, and wood materials for a raised garden bed. Last year, funds were awarded to 38 individuals.

— Julia Randall ’20

FACULTY & STAFF NOTES

News and sightings from outside the classroom

Lakeside’s data systems and visualization specialist, Camila Calkins, has been in demand. In March, she was the featured expert in a Veracross webinar entitled “How Lakeside School Launched an Institutional Research Program.” In May, she led sessions on institutional research at the annual ATLIS + CIRIS Conference in Grand Rapids, Michigan. In June, she joined a small cohort of specialists in the “Summer Fellows Lab” of the Center for Institutional Research in Independent Schools (CIRIS). Their focus: to “write the book” on best practices for schools looking to develop an institutional research program. • Ari Worthman, director of college counseling, has been appointed to two national leadership positions. He began a three-year term on the board of directors of the Coalition for College, a consortium of nearly 200 colleges committed to making college affordable and to creating an alternative application platform to the Common Application. He also began a four-year term on the National Merit Corporation Advisory Council, a group of two dozen secondary school leaders that reviews and makes recommendations to the National Merit Scholarship Program. • Director of Admissions and Financial aid Wellesley L. Wilson served on the Hawaiian Association of Independent Schools reaccreditation team for the Punahou School, a monthslong duty that involved a site visit in Honolulu, interviews, and a careful review of Punahou’s detailed 200-page self-study of the school’s academics, arts and athletics programs, enrollment, finance and operations, fundraising, community outreach, mission and governance, and safety, security, and wellness. • The Ugandan National Men’s Lacrosse Team — coached by Lakeside Upper School science teacher/boys lacrosse program head Michael Black defeated Kenya in the first-ever World La crosse African Qualifier, earning a spot among the 30 countries competing this summer in the 2023 World Lacrosse Men’s Championship in San Diego. longtime running program head and crosscountry coach, Sally Revere ’79, ed into the Washington State Cross Country Coaches Association (WSCCCA) Hall of Fame. According to the WSCCCA, hall of fame induct ees must possess the following: “Over 15 years coaching, significant team or individual perfor mances at the highest level, significant contributions to the sport outside of their specific team, major historical achievements.”

Camila Calkins

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Photo: xxxxxxx

Images from Project 562: Portland State student-athlete Hannah Tomeo (above), a member of the Colville, Yakama, Nez Perce, Sioux and Samoan Nations.

(Below, left to right) Tulalip Tribes members Darkfeather Ancheta, Eckos Chartraw-Ancheta and Bibiana Ancheta on the shore of Tulalip Bay.

Broadening our Perspective

Dan Ayrault Lecture | Oct. 25, 2023

Matika Wilbur

MATIKA WILBUR is a critically acclaimed social documentarian, speaker, National Geographic Explorer, and photographer from the Swinomish and Tulalip peoples of coastal Washington. She cohosts the All My Relations podcast with Dr. Adrienne Keene, providing a platform that invites guests to delve into subjects facing Native peoples today and explore the connections between land, nonhuman relatives, and one another. Her recently published work, Project 562, a crowd-funded initiative to visit, engage, and photograph people from more than 562 sovereign tribal nations in North America, is her fourth major creative venture elevating Native American identity and culture.

Bernie Noe Endowed Lecture on Ethics and Politics | Jan. 31, 2024

Anne Applebaum

APULITZER PRIZE-WINNING historian, journalist, and commentator on geopolitics, Anne Applebaum examines the challenges and opportunities of global political and economic change through the lens of world history and the contemporary political landscape. Informed by her expertise in European history and her years of international reporting, Applebaum shares perspectives on the far-reaching implications of today’s volatile world events. Her Pulitzer Prize-winning “Gulag: A History” is about the Soviet concentration camps. Her book “Red Famine: Stalin’s War on Ukraine” received her second Duff Cooper Prize and the 28th Lionel

Gelber Prize in 2018. Her other books include “Iron Curtain: The Crushing of Eastern Europe, 1944-1946,” which won a Cundill Prize for Historical Literature, and “Between East and West: Across the Borderlands of Europe.” She is a senior fellow of international affairs and Agora fellow in residence at the Johns Hopkins School of Advanced International Studies in Washington, D.C.

Mark J. Bebie ’70 Memorial Lecture | March 6, 2024

Shankar Vedantam

SHANKAR VEDANTAM is the host and executive editor of National Public Radio’s Hidden Brain radio show and podcast, which is regularly listed as one of the top 20 podcasts in the world. Vedantam was NPR’s social science correspondent between 2011 and 2020, following 10 years as a reporter and columnist at The Washington Post. He is the author of two nonfiction books: “The Hidden Brain: How Our Unconscious Minds Elect Presidents, Control Markets, Wage Wars and Save Our Lives” and “Useful Delusions: The Power and Paradox of the Self-Deceiving Brain,” an exploration of deception’s role in human success. He speaks internationally about how the “hidden brain” shapes our world.

LECTURES IN THE SERIES take place on the Lakeside School’s Upper School campus and are free and open to the Lakeside community. Speakers are chosen by a selection committee drawn from Lakeside faculty, staff, parents/guardians, alumni, students, and trustees. The views and opinions expressed by speakers are their own and do not necessarily represent the views of Lakeside School. Learn more: lakesideschool.org/about-us/lakeside-lecture-series

Shankar Vedantam

Tom Rona ’72

For nearly 50 years, Tom Rona has been challenging students’ minds and deepening their understanding of mathematical concepts. He has been a valued mentor, generous colleague, and unparalleled schedule maker. At the Upper School commencement on June 8, he was honored by the Lakeside Board of Trustees with the Willard J. Wright ’32 Distinguished Service Award. The following citation was read by the board chair, Artemios “Tim” Panos ’85.

FOR THE PAST 46 school years, Tom Rona has been a thoughtful practitioner of a growth and learning mindset, crafting and continually refining his toolkit of gentle kindness, delightful wit, creative pedagogy, and superb mentoring. With immeasurable devotion to Lakeside, he has applied these tools in his role as a math teacher and outdoor trip leader; an advisor; a member of innumerable committees and task forces; and as a wizard at special projects, by which we mean the thoughtful and functional course schedules that have benefited generations of Lakeside students and teachers.

Working with kids is Tom’s raison d’être, and Lake-

siders past, present, and future are so fortunate. To Tom’s 46 school years as a teacher, add his years as a Lakeside student, Class of 1972, and we realize that Tom has committed essentially his entire life to our school.

We have seen his service in the classroom, where his legendary math classes are a tour de force in promoting deep thinking about quantitative ideas … ideas his students can engage with because he is aware of both their academic and emotional capabilities. He carefully — brilliantly — tailors his teaching to those capabilities, building kids’ mathematical confidence. His high expectations and rigorous lessons are punctuated by his characteristic good humor, bad puns, and doodlings of the famous “Balloon Dog,” whose quips and silliness in the margin of many an algebra as-

signment and test lighten the mood and relax his students so they can do their best thinking.

We have seen Tom’s service in his mentoring of colleagues. Whether sharing ideas to improve classroom management or explaining how to teach complicated math concepts, as he does with his students, Tom builds teachers up by believing in them more than they believe in themselves. He affirms what they are doing well, and his suggestions are so gentle that the teachers feel encouraged, nurtured, and inspired to live up to his very high expectations. New teachers who sit in on his class see a happy atmosphere for growth and learning, and they see how he connects with students. They say the feeling in his room is education magic. “I had many great colleagues who mentored me, but none better than Tom,” one said.

We have seen Tom’s service in his steadfast enthusiasm for innovation, his own and that of others. At a meeting where a new enterprise is unveiled, invariably he notices the hard work of each person and his thank you is always specific and sincere. Of Tom’s own delightful innovations, one of many we thank him for is a silly, colorful, online math-exercises page that challenges students with at-their-own-pace practice.

Tom’s wife, Barbara, shared that he was jubilant to be selected as a Lakeside teacher in 1977, and we are jubilant today to honor his service with the Willard J. Wright ’32 Distinguished Service Award. Tom has served the school with his quiet, humble brilliance in everything he has touched, and we hope he stays at Lakeside until he is 100.

Photo: Chloe Collyer

Middle School math teacher Tom Rona makes a point, 2023.

Fab Four

AFTER 11 YEARS at the Upper School and 18 at the Middle School (spanning roughly 700 Upper School and 1,200 Middle School students, he points out), science teacher Matt Huston is saying goodbye to micro-museums and Smith Rocks outdoor trips — and looking forward to creating a new lesson plan for the many opportunities that await him in what he’s calling “recyclement.” In a personal note to colleagues, he wrote, “I got married the year before I started teaching here. My two ‘babies’ were born, and sometimes when they were wee and too sick for school, they spent the day in my office watching movies and eating Kozy Shack chocolate pudding from the lunchroom. I turned 40 and 50 and 60. Both of my parents passed away. I lost most of my hair and my beard turned gray. I will miss working with all of you amazing people.”

Over 28 years, the positive energy and friendly spirit of Clayton Christy enlivened Lakeside’s kitchen and then its maintenance department. In time, his skill with a camera and talent for shooting Lakeside athletics events became a hobby, then a sideline, and then a part of his work for the school. He plans to slow down, relax — and stay active shooting photography as he “enters the land of endless Saturdays.”

Spanish teacher and inveterate outdoor and Global Service Learning trip leader Debby Heath retired in June. “The time is right for me to move on to more fun, travel, and adventures,” she said. “Our daughters are launched, my husband retired last year, my advisees are graduating, and Spain/South America is calling!”

Near the start of winter term, Harold Johanson invited colleagues to jump into their time machines and point them to the crest of 10th Avenue East on Capitol Hill, back to September 1974. “You might just run into me there,” he wrote. “I was a fairly recent college grad then about to enter the front door of Lakeside Middle School (formerly St. Nicholas School), ready — or not — to take over the music program. At that point, I could have never imagined, all these years and some major professional makeovers later, I’d still be a part of this amazing community.” His long run ended in June, following stints as drama director, computer science teacher, technology specialist, and, most recently, Upper School library media and technology integration specialist. He will be remembered by many for bringing musicals to the Middle School stage.

Former Peace Corps volunteer Debby Heath (at right, above), talks with Spanish students during the 2021-2022 school year — her 27th at Lakeside.

Along with making campus look great, Clayton Christy (above) provided beautiful sports photography such as this track image, below.

Matt Huston livens up a student photo session, ROAR 2015.

Harold Johanson, left, moved from music to drama to technology.

"Industrial robot arm writing a book with a pencil," created by the WOMBO Dream AI generator. Prompt by Bryan C. '24.

ENTER THE CHATBOT

WHAT DOES THE INTRODUCTION OF AN EXTREMELY POWERFUL AND WIDELY AVAILABLE ARTIFICIAL INTELLIGENCE MODEL MEAN FOR OUR STUDENTS? WHAT DOES IT MEAN FOR OUR WORLD?

BY HANS DE GRYS

WHEN I WAS in 3rd grade, my teacher, Mrs. Gaither, warned us that there was a danger potentially lurking in our homes — something so nefarious it had the potential to ruin our lives. If we used it, we would probably end up failing out of school and being totally unemployable. That incredibly dangerous thing was not drugs. It was not even Saturday morning cartoons. It was the four-function calculator, a hand-held electronic device that could add, subtract, multiply and divide in the blink of an eye.

In the 1970s, even simple models cost more than a used car. By the early 1980s, the price had plunged to less than $10, and calculators were finding their way into many homes in the small South Carolina town where I grew up. By the time I was in 3rd grade, some students (it was rumored) were using calculators to “cheat” on their math homework. Why learn the multiplication tables when a device could do it automatically for you? Mrs. Gaither loved us very much, and she was terrified that cheating with calculators would result in our never learning basic math.

Needless to say, her concerns, while appreciated (in retrospect) were unfounded. I still learned what 6 times 7 is (40 … something?) and I actually use calculators and their 21st century descendants (like Excel and Google Sheets) pretty much every day.

Near the end of last year, OpenAI, an artificial intelligence research lab

in San Francisco, released its latest chatbot: ChatGPT. The free software was made available to the public in November 2022 — and in less than a week more than a million people had used it. Chatbots were understood to simulate computer-generated conversations, and some of them were getting pretty convincing in the way they processed and mimicked human speech. ChatGPT, though, even in its beta version, was something of an entirely different order. It could answer questions, draft emails, suggest advertising copy, compose and correct computer code, even write grant proposals, college application essays, and poetry.

As I first read about its capabilities in stories and articles on NPR and The New York Times, and then experi-

mented with it myself, I was dumbstruck, awe-inspired, and, frankly, very concerned about its startling powers and ridiculous gaffes. As an educator, I was also having my very own Mrs. Gaither Moment™. What does the introduction of an extremely powerful and widely available artificial intelligence model mean for my students? Especially an AI that is often amazingly prescient but sometimes confidently dead wrong? What does it mean for our world? Will this advance fundamentally change my job? Will students now “cheat” on their Lakeside homework? In January, a professor at the Wharton School of Business reported that ChatGPT had scored between a B- and B on the MBA final exam.

Lakeside’s academic dean, Hans de Grys (top row, third from left), remembers the worried caution of his third-grade teacher, Mrs. Gaither (far right).

ENTER THE CHATBOT

IWOULD BE LYING if I suggested to you that I know how AI will impact the next five years of education here at Lakeside. All I know is that it is big, it is here right now, and we’re going to find out together. And like calculators, translators, reference books, tutors, and the whole internet, AI in the educational setting has the potential to be used in all sorts of wonderfully appropriate and shockingly inappropriate ways.

Many public school districts around the country (including Seattle’s) — mindful or fearful of those inappropriate uses — moved quickly to ban ChatGPT outright on student and school devices. At Lakeside, we’re taking a different approach. Our community

is going to be spending time over the coming weeks and months trying to figure out exactly what the short-term and long-term implications of AI will be for us, and what policies, guidelines, and practices make sense for students and adults using AI at Lakeside. For now, we are encouraging all of our students to do the following:

+ Learn more about AI. Check out articles and commentaries in the national press. Get an OpenAI account and try out ChatGPT or some other free AI engines for themselves. (Some tools, such as OpenAI’s Dall•E 2 program, create computer-generated art and photography, which raise other exciting and disturbing possibilities.)

+ Remember that the school’s State-

ment of Community Expectations is our compass star for how to live, learn, and work in our Lakeside community. I’m sure most of our students remember the sentence in the first section, “All community members are expected to do their own work, share original ideas, and behave with academic and professional integrity.” Just to make this crystal clear: Using any sort of AI engine to complete any Lakeside assignment or assessment is not in keeping with this expectation, unless students have received specific and explicit guidance from their teachers to the contrary.

+ Talk with their teachers about their expectations, guidelines, and limitations for using AI in their classes and school work. Is it OK to use sometimes? If so, when, and how?

+ Talk with their peers, teachers, parents or guardians, and administrators about how AI might provide fun, meaningful, and powerful ways to enhance or extend their learning.

+ Recognize AI as a learning tool. Just like calculators, there is nothing inherently “bad” about using AI. But as all of our students know from their time at Lakeside, they can use tools to help their learning, and they can also use them to take shortcuts that undermine their opportunities to learn and grow. We’ve asked them to think about cool ways to build upon the former and be very wary of the latter.

JUST AS STUDENTS WILL BE LEARNING TO FIND THEIR WAY IN THIS NEW LANDSCAPE, THE FACULTY ALSO FINDS ITSELF ON THE CUSP OF SOMETHING STRANGE AND WONDERFUL AND TERRIFYING.

"Oil painting in the style of Claude Monet of a student holding their smartphone looking at a student next to them using a typewriter," created by OpenAI software DALL·E 2. Prompt by Bryan C. '24.

Just as students will be learning to find their way in this new landscape, the faculty also finds itself on the cusp of something strange and wonderful and terrifying. We, too, will be learning how the advent of these powerful new AI engines will change teaching and learning at Lakeside (and everything else in our lives). For starters, here are some ways I’m encouraging our teachers to begin that learning:

+ Read up on AI in the classroom, including articles by teachers, cultural critics, and thought leaders on innovation and education.

+ Experiment with what AI can do in the classroom. Create a new lesson plan, for instance, or a rubric for an assignment.

+ Consider how our human development teachers talk to students about sex, drugs, and alcohol. (Hint: it’s not shouting ,“AI is the work of Satan — and never use it or even think about it! Also, from now on we will be writing every assignment in-class on paper with a traditional wooden pencil manufactured before 1993.”) Instead, think about offering factual information about what AI can and can’t do. Invite students to ask questions and voice their ideas and concerns in a safe environment. Talk with them about their own learning goals, and how AI can support or undermine those goals. And remind students that you are there to support them when they struggle, and that no grade is worth jeopardizing their integrity.

+ Talk with your advisees about their experiences, questions, and concerns about AI. Talk with your colleagues, department heads, friends, families, administrators, and others about how AI could be used or misused at Lakeside.

+ Begin exploring tools that can help identify differences between original and computer-generated content, and how we’ll teach our students to find clarity, as informed citizens, in the increasingly muddy waters of sources and transparency and “information” and “misinformation.”

For now — even as experts are saying that the current iterations of AI and machine learning are merely scratching the surface of what the technology will be doing even in a short time — we are asking ourselves fundamental questions. What should we be thinking about and doing? What new policies or practices do we need? What training or professional development should we pursue? What are ideas for summer grants to put toward this subject? What are the dangers and pitfalls — and also the opportunities and possibilities — that AI might present? How can we use this powerful new tool to craft amazing new learning experiences for our students?

Hans de Grys is Lakeside’s academic dean. This article is adapted from letters he emailed to students and faculty members in January 2023.

THE CHATGPT WRITING ASSIGNMENT

THE PROMPT \\\ In 200 words or less, write a sophisticated, philosophical literature comparison essay analyzing “Their Eyes Were Watching God” by Zora Neale Hurston and “A Raisin in the Sun” by Lorraine Hansberry and each respective work’s impact on American culture and society. Consider the individual themes and style of each work and how they speak to one another. (Prompt by Angelina P. ’24)

RESPONSE/// Zora Neale Hurston’s Their Eyes Were

Watching God and Lorraine Hansberry’s A Raisin in the Sun are two works of literature that both examine the experiences of African Americans in the United States, yet do so with distinct styles and themes. Hurston’s novel is a deeply personal exploration of self-discovery and empowerment, while Hansberry’s play explores the societal and systemic barriers that impede the progress of African Americans.

At its core, Their Eyes Were Watching God is a coming-of-age story that follows the journey of Janie Crawford as she navigates the social and cultural norms of a patriarchal society. Hurston’s style is characterized by its use of vernacular language and storytelling techniques that evoke the oral traditions of African American culture. Her work emphasizes the importance of personal agency and individualism in the face of societal expectations, making a powerful statement about the value of self-discovery and the pursuit of one’s own happiness.

On the other hand, A Raisin in the Sun examines the impact of systemic racism and poverty on the lives of African Americans. Hansberry’s play is set in a crowded Chicago apartment where an African American family is struggling to make ends meet. The play addresses themes of racism, discrimination, and social mobility, highlighting the immense obstacles that the family faces. Through her writing, Hansberry emphasizes the importance of community and solidarity in overcoming these obstacles and striving towards a better future.

Despite their different styles and themes, both works have had a profound impact on American culture and society. Their Eyes Were Watching God paved the way for other writers to explore the experiences of African American women and has become a classic of African American literature. A Raisin in the Sun was one of the first plays to address the experiences of African Americans in the urban North and has become a classic of American theater. Both works continue to inspire and challenge readers to confront issues of race, gender, and social justice, speaking to one another through their shared goal of amplifying the voices and experiences of African Americans in the United States.

POWERFUL PARTNERSHIP

WHOW WORKING TOGETHER EXPANDS OUR COLLECTIVE IMPACT

ITHIN WEEKS of becoming head of school at Lakeside, Kai Bynum began reaching out to other heads of school around Seattle and scheduling in-person meetings. To those meetings he carried a learned belief in the positive power of relationships, a sense that tapping into shared knowledge and experience could improve the job he was starting to do here — and perhaps improve the work that the others were doing in their schools, as well. Throughout his first year, he frequently referred to the importance of individuals working with others to expand our collective potential.

The leveraging of individual strengths and perspectives — that synergy — shows up in the partnerships that Lakeside has established over its long history, from LEEP, the Lakeside Educational Enrichment Program (1965) to our Global Service Learning Program (2000) to the creation of The Downtown School (2018).

ILLUSTRATIONS

BY FRED BIRCHMAN

Some of Lakeside’s most important partnerships go without saying, notably the collaborative work we do with our students’ families, both directly and through our robust Parents and Guardians Association. Or the professional relationships that benefit our faculty, staff, and administrators through annual conferences and engagement with organizations such as the National Association of Independent Schools and the Council for the Advancement & Support of Education.

This issue’s cover story offers a multifaceted glimpse into the work Lakeside does in partnership: into the institutional, educational, professional, and personal collaborations that enrich the Lakeside student experience and expand one school’s collective potential for its impact on the community and the world.

LAKESIDE EDUCATIONAL ENRICHMENT PROGRAM (LEEP)

CONDUIT TO THE CITY

THE SUMMER AFTER Latasia Lanier ’90 was accepted at Lakeside, she attended the school’s long-running summer program, Lakeside Educational Enrichment Program, known as LEEP, to familiarize herself with the campus and to get comfortable. The program brings students from public schools to Lakeside each summer for academic, social-emotional, and experiential learning, in and out of the classroom. Amid long bus rides, fun camping trips, and new friendships, Lanier launched what would be her decades-long engagement with the school. In 1993, she returned to LEEP as a counselor, and after more than a decade of summers spent teaching, she became the program’s director in 2008. “I was just excited to be in community and create community and connections for others,” she says. “That’s just something we try to do.”

For Lanier and her staff, LEEP is all about connection: connection with the city, connection across the perceived divide between public and independent education, and connection between educators and students that fosters skills and confidence that can last long after the summer ends. The program, which is free for all attendees, is an example of how Lakeside’s partnerships share resources in a spirit of abundance and collaboration. “We have to be intentional in the way in which we are trying to partner with others in the community, and there’s definitely things that we can learn and grow from, too,” says Lanier. “How do we ensure that we’re having as much as possible a reciprocal exchange of ideas and energy and support?”

LEEP began in 1965, at a time when independent schools were reassessing the diversity of their student populations in the wake of the Civil Rights Movement. “If it were not for a program like LEEP, how were we going to begin to make our connection with Seattle south of the Ship Canal?” asks Lanier. At the time, Lakeside was relatively isolated from the rest of the city. “How could we get out of our own way and recognize that it’s important to really expand throughout the whole city?”

LEEP became that conduit. An original component of the program was a recruiting initiative to bring greater diversity to Lakeside’s student population, through something Lanier describes as “a LEEP-to-Lakeside process.” At

the conclusion of Lakeside’s admissions process in early spring, two spots would be held for LEEP students who seemed like they would be a strong academic fit. Selected students would go through a modified admissions process, Lanier says, and join the freshman class at Lakeside at the start of fall semester.

That process was sunsetted several years ago, because, for one thing, as Lanier puts it, “the school shouldn’t rely on programs like us to paint a new picture for their schools.” Instead, those efforts need to originate from Lakeside’s admissions office directly. The recruitment piece also conflicted with LEEP’s mission, which is grounded in collaboration rather than extraction, with the goal of empowering students with new skills that they can bring back to their original schools, rather than keeping them within a closed loop at Lakeside.

“LEEP was really supposed to help students create this community and this network of resources for you to apply it in whatever your Seattle Public School would be in the fall, and so, if we are not having all of those students continue to matriculate into a Seattle Public School, then there’s really not the same opportunity for them to apply what they’ve hopefully built during their time with us,” says Lanier.

Recruitment didn’t align with that spirit of partnership. And LEEP staff members do see it as a partnership, one that benefits Lakeside as much as the participating public schools. Each year, LEEP staff coordinates visits with local schools and works with public school partners to identify students who could benefit from the program.

Lilia Goldsmith, an 8th grade counselor at Hamilton International Middle School, plays an active role in connecting students at her school with the program, with an emphasis on centering students of color, first-generation students, students whose families may not have the resources to send them to summer enrichment programs, and students who could simply benefit from the additional academic support. “Oftentimes, it’s really hard to find those supports,” she says. “So this is a great opportunity for them.”

Goldsmith sees the program as a way to get kids thinking about future academic goals. Even filling out the application, she says, helps students familiarize themselves with the mechanics of applying for future academic opportunities, like scholarships for college — even if they don’t end up attending LEEP.

For Shaz Salah, a Lakeside teacher who has taught at LEEP for several years, working with LEEP students “made teaching, for me, come back to life.” Salah found that the social-emotional aspect of teaching at LEEP reinvigorated her teaching in a way that brought new energy to her Lakeside classroom during the school year.

LEEP

Continued from page 25

“I can make these emotional connections important, too, and my first year at LEEP really, really reminded me of that,” she says. LEEP even motivated her to start a young adult literature course at Lakeside to expose students to the experiences of other young people through reading.

In just four weeks, says Salah, she sees real growth in her LEEP students. “I just think it’s an incredible opportunity for students from all across the city to have a summer where they meet new people, have fun, and feel socially, emotionally, and academically prepared for the next school year,” she says. “And it’s honestly the same thing for me, too.”

To Salah, LEEP is “a gem of Lakeside. There’s a lot of amazing things about Lakeside, and I definitely think that LEEP is high on the list.”

A partnership with Seattle Public Schools might not be the first thing people think of when they think of Lakeside, Lanier acknowledges, but it’s an important aspect of the school’s engagement with the community around it. “A lot of people think about Lakeside as Bill Gates and Paul Allen and families associated with privilege,” she says, but points out the modern reality of a richly diverse and amazing student body and alumni from all walks of life doing incredible things with their education.

“Lakeside could definitely have stayed in its own bubble,” she says. “But is that really what we want to be?”

— Megan Burbank

EDUCATION COACHING AT A HIGHER LEVEL

OVER THE YEARS, there have been chance connections between Lakeside and the University of Washington. Graduates have gone on from Lakeside to compete for the Huskies, often returning to Lakeside to volunteer as coaches. Head of School Kai Bynum played football for UW in the late 1990s — where one of his coaches was current Lakeside head strength and conditioning coach Rick Huegli. But it wasn’t until Abe Wehmiller became director of athletics here in 2008 that something of a formal pipeline was created between Lakeside and the NCAA Division I Pac-12 Conference university located in Lakeside’s back yard. Over 2008-2009, Wehmiller earned a master’s degree in athletics administration from the UW College of Education’s Intercollegiate Athletic Leadership (IAL) program, and soon after began hiring IAL graduate students to intern at Lakeside. The relationship between the two institutions has only expanded since current Director of Athletics Chris Hartley took over in 2014.

In 30 years of working at independent schools, Hartley has learned that the best ideas and execution come from collaboration. “You build a relationship with people who are really good at what they do, and it creates opportunities to share ideas that would have maybe not come from anyone here,” Hartley says.

Under his leadership, Lakeside has become a go-to destination for IAL students to gain professional internships and hands-on experience; in return, Hartley and the coaches at Lakeside receive updates on the latest training and

coaching ideas and best practices being taught in the master’s program.

A different kind of collaboration took place in 2020, a year scarred by the murder of George Floyd and the subsequent Black Lives Matter protests. During the fall semester, Hartley caught wind of a

Whether we are taking classes, bringing our athletes to watch Pac-12 competition, having our kids run on the indoor track at Dempsey… the UW resources are pretty amazing. Pedagogically, we have access to a multitude of ways of coaching, to cutting-edge ideas, and great examples of holistic teaching. Fifteen minutes away!”

— SALLY REVERE ’79, running program head and head varsity coach

webinar hosted by Alexes Harris, a UW professor of sociology and faculty athletics representative. The webinar focused on mass incarceration and how the U.S. criminal legal system disparately punishes poor people. Hartley invited Harris to share her insights and research with his coaching staff. He wanted them to better understand systemic racism in hopes of providing a learning space more representative of all students’ backgrounds. The webinar gave the coaches a shared framework and vocabulary for doing that work.

Professor Harris understands the value of that common understanding. With everyone on the same page, she says, “we can then engage in more fruitful partnerships, develop more inclusive environments, and design better policies to develop equitable, supportive communities.”

Last fall, Hannah Olson, director of the Center for Leadership in Athletics (CLA) at the UW and a leader in the IAL program, assisted with building a positive team culture on Lakeside’s girls volleyball team, a season in which they won the Washington state championship, not losing a single match the whole season. Hartley brought in Olson to facilitate open and honest conversations. “Hannah helped us navigate some difficult issues,” says Hartley, “to the point where they could be talked about, where frustrations were not just escalating. The work she did helped us move forward and let kids participate at a level where the season felt good.”

Olson enjoyed the chance to strengthen leadership and bring a different approach to a team’s dynamics. “An outside perspective is always so valuable,” she says.

In another example, running program head and cross-country and track coach Sally Revere ’79, who ran for UW in college, is one of the Lakeside coaches who have gone back and taken classes on leadership at the university. It was through UW that she met nutritionist Monica Van Winkle. Together, the two collaborated on a program of nutrition for the Lakeside running program.

“Ambitious coaching” is the CLA’s term for a holistic approach to individual and team instruction — one that improves sports performance and builds on life skills at the same time. Lakeside’s athletics program has embraced the UW ideology. Hartley hopes those ambitious coaching skills create a culture where all Lakeside student-athletes thrive in a positive, supportive, and comfortable environment.

— Shamaar Thomas

LAKESIDE SUMMER RESEARCH INSTITUTE (LSRI)

A PART OF THE SCIENTIFIC COMMUNITY

SINCE THE SUMMER of 2018, the Lakeside Summer Research Institute (LSRI) has provided Lakeside students with the rare opportunity to pursue real-world science through collaborative mentorship, conduct and present research in professional settings, and connect with a wider community of scientists in the greater Seattle area.

The monthlong program began when Michael Town, then a science teacher at Lakeside, realized that the schedule of the regular school year limited students’ abilities to engage in longterm projects. Combined with a noticeable demand from the student body for more STEM internships, the realization spurred Town to create the LSRI in partnership with Lakeside’s Service Learning and Outdoor programs — and with scientists at the Northwest Avalanche Center (NWAC). The collaboration was unique among area high schools: During the school year, Lakeside students studied avalanche science and collected data (including during annual outdoor trips to Mount Baker), then worked with NWAC scientists in the summer, who incorporated the data in the formulation of their avalanche forecasts.

This summer, the LSRI will begin a new partnership with Earth and Space Research (ESR), a Seattle-based nonprofit. With the addition of a second mentor, Susan Howard, the LSRI can double its original class size to 14 students. Throughout the program, students, working with scientists from ESR and the University of Washington, will conduct research using cutting-edge methods employed by professional scientists to study paleoclimates, Antarctic ice shelves, and weather at Mount Baker.

The hands-on nature of the program offers students opportunities that are hard to get in an ordinary classroom environment. The extended, focused time frame allows students to think about problems in-depth and develop crucial analytical skills, and the longitudinal nature of the program creates the chance to build off the work conducted in previous iterations. The small class size fosters close collaboration between mentors and students, and the program’s professional network brings students and their work into Seattle’s greater scientific community.

Looking toward the future, Town hopes that the LSRI can expand its program to reach more students, either by increasing its summer capacity or integrating material into regular science classes.

The relationship is mutually beneficial. As Howard notes, the mentors help students build skills necessary to conduct real-world scientific research, and the students offer fresh perspectives and creative new ways to approach the work. The partnership and the practical application of science give the students something powerful at a young age: the potential to contribute to the world in a very real sense.

GLOBAL ONLINE ACADEMY (GOA) EXPANDING

THE TOOLKIT

EVERY SECOND SUNDAY of the semester, Anabelle C. ’25 logs on to her computer for a Zoom meeting. No, Lakeside isn’t piloting Sunday School. Anabelle is enrolled in an online class for Medical Problem Solving, via the Global Online Academy.

Global Online Academy, or GOA for short, was the brainchild of former Head of School Bernie Noe. In spring 2011, Noe invited 15 other heads of school from around the world to Lakeside to figure out what an online school might possibly look like. At the end of three days, 11 of the heads agreed to each contribute $30,000 towards the project and, crucially, give academic credit for all GOA courses taken by their students. In just three months, representatives from the founding schools managed to create a curriculum, find teachers, and develop an online platform. GOA rolled out its first courses in the 2011-2012 school year.

Of course, there was the challenge of leadership: Who would become the academy’s director? After a nationwide search, Bernie Noe and his partners appointed Michael Nachbar, then serving as the assistant principal of Lake-

side’s Middle School. He was, as Noe put it, “a wizard with technology.”

Under Nachbar’s leadership, GOA has undergone a dramatic expansion from its original catalog of a dozen offerings to well over 70 today, including hard-to-find courses such as Medical Problem Solving and Introduction to Blockchain and Cryptocurrency. Many of those courses have been designed and instructed by teachers from the original 11 schools, including, from Lakeside, Veronique Brau, Bob Lapsley, and Mary Ann Christy.

GOA’s close relationship with Lakeside proved instrumental at the end of the COVID-impacted 2020 school year, when it became apparent that many teachers were unequipped to navigate the rapidly digitized remote-learning environment. For 10 days in June, GOA instructors held “bootcamp” workshops with Lakeside teachers to improve the quality of their online instruction. The results were a remarkable success — in the fall of 2020, Lakeside students reported a healthy balance of synchronous and asynchronous work and felt they were, for the first time in months,

connecting meaningfully with others in the school community.

Solidifying Lakeside’s practical and strategic expertise in such a dynamic educational landscape, Nachbar joined the school’s Board of Trustees that same year.

Today, GOA’s primary role at Lakeside is to provide a third step in students’ specialization. After taking general classes in biology and a popular elective such as Bioethics, for instance, a student passionate about the field might opt to take Social Psychology, a niche subject that doesn’t garner enough interest to be a full-fledged elective at Lakeside, but is available through GOA.

Anabelle’s interest in the medical field spurred her to take Medical Problem Solving I and II, two semester classes that extend the concepts of biology and logical reasoning to a real-world setting. She notes that the class requires self-motivation and a lot of independent work, with assignments due every Monday, Wednesday, and Friday, and a virtual meeting every other Sunday during which students discuss their cases. She says the course feels different from a Lakeside class, in part because students have less direct interaction with their teachers and have to keep on top of their own schedules.

The GOA partnership serves an important academic role in the Lakeside community, providing a unique learning experience for students: highly advanced classes taken with instructors and peers from around the world.

— Rohan D. ’25

RAINIER SCHOLARS OPENING HORIZONS

LISTENING TO staff members of the Rainier Scholars program and their counterparts at Lakeside, one thing about the partnership becomes abundantly clear: They walk side by side to ensure that their students succeed.

Rainier Scholars is a nonprofit organization that supports students who face the greatest number of barriers to achieving a college degree. The program has been connecting students (referred to as “Rainier Scholars”) with Lakeside since the organization’s founding in 2000. Over the past decade, this school has become one of the program’s largest educational partners. This year’s cohort of 48 — between Upper and Middle schools — marked the highest number ever of Rainier Scholars at Lakeside. The scholars participating in the program not only change the trajectory of their lives, but inspire people around them to be bold and to strive for excellence.

The partnership is not unlike those that Rainier Scholars has with other private and public schools. The school and the program work together to advise and coach their students, help them stay on track, reduce the number of potential cracks they might fall through, and share feedback and strategies for what the scholars need to succeed. What makes the Lakeside partnership different is the scale of that support. The number of Rainier Scholars attending Lakeside has grown so much that the school has a dedicated Rainier Scholars liaison, Latasia Lanier ’90. Lanier holds regular meetings with academic counselors at Rainier Scholars, conducts summer surveys of incoming scholars, oversees midyear check-ins with students, shares teacher comments, helps foster a sense of community, facilitates financial aid conversations with scholar families, and serves as general support, point person, and cheerleader.

With the backing of both Lakeside and Rainier Scholars, students receive support from multiple entities that want to see them succeed. Afrah Eltom ’13, says, “Rainier Scholars meant a lot to me growing up. Especially being the eldest in my

immigrant family, there were a lot of things I simply didn’t know about, regarding education and life in general. Rainier Scholars provided opportunities and resources that I wouldn’t have known about otherwise. I didn’t even know schools like Lakeside existed. It was difficult at times, especially at a young age. Getting that extra support was invaluable.”

Lanier says one thing Rainier Scholars has provided Lakeside is the opportunity for more dynamic students to attend the school. “The program has really expanded who we think of as our school community,” she says, “along with what kinds of supports we’re providing, what types of stories we can share, and how we relay connections with other organizations in our community and other neighborhoods of Seattle.”

This partnership has helped Lakeside open its horizons. Current Rainier Scholars board member Bernie Noe was the head of school at Lakeside for 23 years before he retired at the end of last year. During his time as head, he points out, Lakeside became a far more diverse place. He says, “When I came to the school, the student body was 24% students of color. When I left, it was around 65% or 66%.”

The number of students receiving financial aid has risen significantly alongside the student mix. The increase in Rainier Scholars at Lakeside during Noe’s time is partly a result of Lakeside’s efforts and partly because the Rainier Scholars program provides information to underrepresented families about the value of independent schools. A key part is sharing information about Lakeside’s extraordinary financial aid program, which has the capacity to provide all students with what they need for an equitable education and the chance to participate fully in Lakeside life, from attending dances to buying yearbooks, from taking Global Service Learning trips to traveling with teams and clubs to far-off competitions.

Ultimately, it’s the Rainier Scholars themselves — and the world they graduate into — who benefit from the partnership.

— Makayla Miles

THE ALUMNI FAMILY DEFINITIONS OF SUPPORT

ON ONE HAND , there are Lakeside alums like Caroline Daly ’08, whose grandmother graduated from St. Nicholas in 1950 and whose mom graduated from Lakeside exactly 30 years later. She has aunts in the classes of ’75 and ’77, cousins and a brother who went to Lakeside, and a half-brother, Tommy, who just finished his freshman year here. “Of course I’m going to be involved with the school,” she says. Daly attended her class’s 10th and 15th reunions, has participated in the school’s annual Lakeside Fund note-writing breakfast, regularly attends lectures and athletic events, and has served for the past three years as her class representative. “But when I think about giving something back to the school, I think of how it was at Lakeside where I realized I wanted to be a teacher. I was inspired by Mr. Bauer, Ms. Kaz, Dr. Aegerter, and so many other amazing teachers. I want to support their work so they can continue inspiring others. I’m forever grateful.”

On the other hand, there are first-generation Lakesiders serving on the school’s alumni board and board of trustees. Dozens of alumni who have volunteered to coach the school’s teams or speak to students in the classroom. Scores who have welcomed young graduates into their professional networks or offered career advice or opportunities. More than a thousand who support the Lakeside Fund. More than a thousand who took time, just this past winter, to answer a detailed survey about the school’s strengths, weaknesses, and most promising possibilities for the future. A third of those respondents indicated an interest in becoming volunteers at the school, most notably an interest in mentoring students.

Lakeside’s partnership with its alumni takes many forms. Those of us who work here know how important that partnership is to achieving the school’s mission. The “school” — Lakeside’s administrators, staff, faculty, and students — is forever grateful for the partnership.

— Jim Collins

I’ve found joy in being able to connect with the school through something that gave me joy when I was a student. I believe that supporting the networks and connections among alumni and having a strong, visible alumni culture ultimately funnels down to the students. It sends a message: We’re all here supporting you.”

— ASHA DEAN ’98, alumni board member, track and cross country coach, Black alumni mentor

THE ROMEO AND JULIET PROJECT THE PLAY’S THE THING

THE “ROMEO AND JULIET” project is a Lakeside rite of passage. At the end of each fall semester, freshman English students — across all nine sections of the course — work with upperclass drama students and perform scenes from Shakespeare’s “Romeo and Juliet.”

The project began nearly 15 years ago, when Upper School drama teacher Alban Dennis proposed a workshop that would introduce English 9 students to Shakespeare‘s text from a performance-oriented angle. “Shakespeare was always meant to be spoken,” says Dennis. Performing Shakespeare would allow students to experience and engage with the language in ways different from learning in a traditional English classroom. The proposed partnership was met with enthusiasm: What began as a one-time workshop expanded into a recurring, memorable, intergrade collaboration spanning multiple class periods.

In the class, English 9 students select a monologue or partner scene from the first act of “Romeo and Juliet” to closely annotate; they then rehearse with Drama II, III, and IV students before they perform in front of the group and their English class.

“The 9th graders look up to the seniors so much,” says Upper School English department head Kat Yorks. “They take feedback from their older peers to heart, I think, even more than mine as a teacher.” While the drama students provide feedback, they are careful to not direct. Instead of being instructors, “we want to become mentors who ask helpful questions, give suggestions, and are a supportive audience,” explains Dennis. Beyond providing theatrical advice, drama students inspire an excitement for the project that spreads outside the classroom. “It’s so much fun to see students during this unit reciting their lines in the stairwell of the AAC, in the

cafeteria… all over campus,” says Upper School English teacher Amy Kaz.

At the same time, this collaboration is an especially valuable experience for Drama IV students. In Drama III, they have had a Shakespeare unit during which they closely studied meter, rhyme, diction, and performance techniques. They learned that Shakespearean plays lack stage directions; acting reveals details that are easily glossed over when simply reading. Directions about character, movement, tempo, emphasis, and so much more are embedded within the text itself. And teaching is often said to be the best way to learn; indeed, working with English 9 students allows the Drama IV students to not only provide specific feedback, but also solidify their own knowledge and make new discoveries.

For many English 9 students, this project may be their first time experiencing the vulnerability, nervousness, and excitement of performing in front of an audience. After each performance, the audience provides affirmative feedback and celebrates the artistic choices each actor made. “Hearing this validating feedback afterwards is very empowering for the students,” says Dennis.

“Romeo and Juliet” works especially well for building collaboration and community because it is a play written about adolescents. “It seems it’s about young love, but it’s really about the desires of the self coming into conflict with the expectations of the world around you,” says Yorks. “I think that's something 9th graders really relate to.” Acting out the play enhances the students’ understanding of and connections to the story. “They inhabit the language in a way that's different from literary analysis,” she says. “They experience Shakespeare as living, breathing text that was meant to be staged.”

— Hallie Xu ’23

GUEST SPEAKERS

BRINGING THE OUTSIDE WORLD IN

AN ALUM — say, poet Storme Webber ’77 opening up to students in Lindsay Aegerter’s Quest for Queer Literature elective, or historian and journalist Knute Berger ’72 sharing insights with James Nau’s class Seattle: Culture and History — is a surprisingly common sight at the front of Lakeside’s classrooms. A Middle School parent with expertise shares concepts of archaeology with 6th graders. Internationally known Iroquois lacrosse player Neal Powless — a friend of Lakeside science teacher Michael Black and a colleague in the DEI world of the lacrosse community — stops by during a visit to Seattle to speak to the boys lacrosse team about Indigenous culture and value systems. A weaver from Oaxaca, Mexico, shares his Zapotec heritage with Middle School Spanish classes. Guest speakers of all kinds enrich the student experience here, and there’s often a personal relationship behind the appearance.

Of the many guest speakers who come to campus, the physicians and researchers who return year after year to

Bob Lapsley’s global health class represent true partnership. For more than a decade, Lapsley has built relationships with the University of Washington Medical Center, the Fred Hutchinson Cancer Center, and the Gates Foundation. Long-time repeat speakers include Carey Farquhar (on HIV research in Kenya), Stephen Gloyd (on the role of debt and global financial interests on public health), Scott Meschke (on sanitation and hygiene in the developing world), Janet Englund (on children and the flu, SARS, and COVID-19), and Chris Sanford (on emergency medicine in the aftermath of Hurricane Katrina and Haiti earthquakes). The list goes on. The benefit to students is obvious: not only the diversity of content and vivid firstperson experiences, but the chance to learn about careers, see role modeling, witness how science in the lab or classroom has real-world application.

Meanwhile, the presenters have to be on their game, articulating their findings and analysis to an engaged group outside of their normal spheres. That alone can be inspiring.

I’m always excited again seeing young, smart, motivated kids. I talk about modeling disease outbreaks and designing vaccine deployment strategies. It’s a fun tutorial setting, unlike talking with my peers. Lacking the context of the field, the students ask better questions.”

— DR. EDWARD WENGER ’99 who leads the Institute for Disease Modeling research technology program at the Bill & Melinda Gates Foundation

GLOBAL SERVICE LEARNING (GSL) CONNECTING ON THE GROUND

EXPERIENTIAL LEARNING TRIPS — at their best — offer students the opportunity to immerse themselves in different cultures, develop empathy and perspective, and contribute to meaningful service projects. The partnership between Lakeside School and the nonprofit organization Rise Beyond the Reef, founded by Janet West Lotawa ’96 and her Fijian husband, Semi, lies at the heart of one of the school’s Global Service Learning trips that exemplify those opportunities.

The small South Pacific island, where a third of the population lives below the poverty line, is among the most vulnerable in the world to disasters related to climate change, including extreme and intensifying cyclones. Notes Lotawa, no amount of mitigation or adaptation is going to address the amount of loss the remote communities here experience every five or six years. “It is exhausting,” she says. “It is a constant cycle of loss and recovery.” Through Rise Beyond the Reef, Lotawa works to include Fiji’s traditional products and foods in the commerce of the global economy. “The goal,” she says, “is to help communities help themselves.”

The partnership between Lakeside and Rise Beyond the Reef was established through Lakeside's GSL office on a foundation of trust and shared values. The program in Fiji is distinct from other partnerships because of the cultural context of the local communities, the connections facilitated by Janet Lotawa, and the unique service opportunities that Lakeside students engage in. Lisa Devine, associate director of global programs, appreciates “that the community that hosts our students has very strong traditions and cultural protocols that students need to learn prior to arriving.” Students are welcomed with a Cava ceremony. There are particular ways to sit and execute rituals when making and receiving drinks. Students must be aware of how they enter and exit homes and how to dress appropriately.

While language and cultural barriers are initially challenging for students, the Lakesiders quickly learn how to communicate with their Indigenous hosts, respect the culture, and engage in service projects centered on gardening and self-sufficiency — all the while developing mutual trust and respect.

“The GSL Fiji trip inevitably changes the students and the locals in the community,” says Devine, “opening everyone’s hearts.” Many students stay in contact with their host families and occasionally even return to Fiji — where they find framed photos of Lakeside students displayed alongside those of family members. Quinton Hayre ’19 has returned to Fiji twice since his GSL trip: once to introduce his nuclear family to his Fijian host family, and a second, six-week visit to develop a community-scale water filtration project for an independent project connected with his studies at the University of Notre Dame. His work will indirectly support the self-sufficiency goals of Rise Beyond the Reef.

Hayre even returned to Lakeside and gave a presentation to Upper School science teacher Nicki Wallace’s Blue Planet class — bringing the relationship full circle and expanding the ripple effects of a truly global partnership.

— Angelina P. ’24

“I’m not sure Lakeside students realize how much impact they have. The majority of positive Western exposure this community experiences is Lakeside. You can’t just show up in Fiji and expect to be trusted. It’s a culturally delicate place. It makes all the difference having Janet and Semi on the ground connecting us.”

— QUINTON HAYRE ’19, undergraduate research assistant and student at the University of Notre Dame

COMMON GROUND

"IT’S THE OPPOSITE of one-off. It gets deeper each year.” Meera Patankar is talking about the Middle School’s relationship with the Neah Bay Elementary School on the Olympic Peninsula, where, each fall, Lakeside 8th graders serve as reading buddies and work on science projects with students four and six years younger than themselves. In the evenings, the Lakesiders learn about the history and culture of the Makah Tribe.

Patankar, who manages the Middle School’s Global Service Learning program, could just as easily be talking about the other 8th-grade trips that engage with tribal communities on the peninsula: their work at a native plant nursery in Sequim or their study of the dam removal and restoration of Elwha River watershed, a sacred place in the Lower Elwha Klallam culture.

And, especially, she could be talking about the partnership between Lakeside and the Lake Quinault School, located on the Quinault Reservation, which for years has included an overnight exchange. Overseen by Lakeside’s Carl Engelhardt and Michael Kenney, a Lake Quinault School teacher, the collaboration opens the world. Lakeside students have done trail work in a vast rain forest and visited a salmon hatchery; Quinault students — a third of them Native, a third of them Latinx — have visited the Gates Foundation Discovery Center and spent the night in the Middle School gym enjoying pizza and movies.

“I had some pretty major concerns at first,” admits Kenney. “We’re a tiny, 100% free and reduced lunch school. On the socioeconomic scale, the two schools couldn’t be further apart. But after some initial nervousness, the kids realize: Hey — they’re 8th graders, just like us!”

LAKESIDE HAS ALWAYS believed in the value of service and the vital importance of student learning through active engagement with our local area’s marginalized communities. That can take many forms, through traditional service or in other more creative ways. From tutoring students in families that can’t afford academic help, to working with Seattle Parks and Recreation to help with clearing out invasive species along local streams and rivers, to helping resettled refugees new to the Seattle community find affordable housing, Lakeside students have made a real difference in the lives of so many, and they will continue to do so — well beyond the 80-hour service requirement.

“TO BE A PROACTIVE PARTICIPANT”

What we strive for with the service learning program is to steer students towards service that addresses complex societal needs — mainly to give our time and energy to be a proactive participant in tackling these issues and to learn more about what historically has created the needs in the first place. The learning is important because once we engage these challenges, we begin to understand them at a deep and personal level, which empowers us to make meaningful change. It is important to work directly with those who use these services, learn their stories, form actual relationships with the partners whose mission is to support these communities, and reflect on what we can do to make this world a better place. That is why we have the requirement. That is why we believe this learning is as important as which level students reach in the math curriculum or which electives they take in science. It is about helping students form their character and leave this place with a clear set of values for how they may use their Lakeside education in the future. While Lakeside students have a lot of talents to offer, the focus

should be more on what we can learn from our nonprofit partners and the communities they serve. The perspective should be more about humbly learning and understanding their needs and doing what is necessary to address the issues they face. The issue could be housing insecurity, food scarcity, lack of educational opportunities, language barriers, lack of sanitation, or general poverty. No matter the need, Lakeside students should enter into this context with a perspective of “How can I help?” rather than “What talents do I have to offer?”

In addition to the individual service that students provide on their own time, we have organized time during the school year for students to engage with different nonprofits both on campus and in the field. In October, our 9th graders participated in a service day on campus where they heard from representatives from AidNW from Tacoma and The Bridge Care Center in Seattle. AidNW supports immigrants who have been detained and released from the Northwest Immigration and Customs Enforcement Processing Center in Tacoma, and The Bridge addresses the needs of those experiencing homelessness in Seattle. Students prepared toiletry kits, snack bags, and wrote letters of encouragement and support to those using these services and learned about the issues each face.

In the Middle School, students embarked on different service projects throughout the city for two days in early April, learning about issues concerning the environment, food, housing, addiction and recovery, and other pressing needs in our local community. They participated in invasive species removal near streams to help local salmon habitats, took tours of tiny house villages designed to address housing insecurity, made compost at urban gardens, and served hot meals at weekly community gatherings in different areas throughout the city. Students then worked with their teachers and advisors during the remaining days of the week to reflect on what they learned and create plans for continued participation to strengthen these partnerships with Lakeside in the future.

As we look ahead to imagine how Lakesiders can use the city of Seattle and the world as an intentional learning environment, our commitment to service learning and direct engagement with these partnership communities will be the central focus of our curriculum. We believe it is our responsibility as educators — and our obligation as citizens — to expose Lakeside students to these complex issues and help them see the impact we all can make by working together to make this world a better place and to fulfill the mission of our school.

— Bryan Smith, director of experiential education

T.J. VASSAR

THE LAKESIDE SCHOOL ALUMNI COMMUNITY was buzzing with activity this winter and spring as alumni from across the country came together in the spirit of connection.

In January, Bay Area alumni convened at LaMar, on The Embarcadero, to connect with the Lakeside network living in San Francisco. The social event was also an opportunity for alums to meet our new Head of School Kai Bynum and new Upper School Director Ryan Boccuzzi.

In April, more than 70 New York-area alumni gathered on

the rooftop of the Empire Hotel for a lively networking event. Bynum and Wellesley L. Wilson, Lakeside’s director of admissions, spoke to the group about the recent alumni survey and the importance of building and maintaining connections with the school. The concept of "Lion Nation," a national community of Lakeside graduates living outside the Seattle area, was also introduced, prompting high-energy hoots and hollers from the youthful alumni crowd.

Back in Seattle, alumni flocked to a variety of events. In February,

Left to right: Michelle Villafuerte ’19; Debbie Bensadon, director of equity and inclusion; Jessica Cai ’16; Joan Hsiao ’82; Kai Bynum.

Photos: Tawfiq Abdulaziz/Original Studios LLC

Retired music teacher Phyllis Byrdwell laughs with alumni at the annual T.J. Vassar Alumni Celebration, at the WOW Gallery in downtown Seattle.

YOUNG ALUMNI

Lakeside hosted its eighth annual T.J. Vassar Alumni Celebration, at the WOW Gallery in downtown Seattle. Alumni commented on enjoying the intentionality of the physical space and its accomplishment in celebrating Black love and community. Faculty, staff, and students spoke to the legacy T.J. left at the school and to today’s work to ensure everyone in the community feels they belong.

In early March, young alums from the years 2008-2018 got together for an informal meet-and-greet with Kai

Bynum at Ruben’s Canning Line in Ballard, and later that month the alumni board hosted a cooking class led by Lakeside’s head chef, Ben Resnick, and bartender for the evening, Rob Burgess. The alumni board also piloted a new event called TED@Lakeside. Four inspiring alumni — Jens Molbak ’80, Paul Johnson ’84, Andrea Rodgers ’94, and Dylan Byers ’04 — shared their experiences as change-makers in their respective industries. The event was a hit and is expected to be repeated in the future.

Dimitri Woods ’09 shares a hug with MacKenzie Ruoff ’09. Below, from left, Alec Glasford ’13, Andrew Gong ’13, Elizabeth Grubb ’13, Katherine Grubb ’18.

SEE PHOTOS FROM ALL THE RECEPTIONS lakesideschool. org/alumni

Photos: Paul Dudley (top, middle); Nano Visser (bottom)

On the Bay: alums Jenny Bernardez ’18, Lelan Bell ’19, guest Zoë Quon.

Cloud on Title

Pages turn like waves at a river’s edge. In the garden I rake my fingers through the story I was wrong not knowing, scooping up handfuls of stolen sovereignty, and vow by purple mountain majesties to know down deep the atrocities, to gather more truth like a panner gathering gold, to keep lamenting my pride and mythology. Kneeling in the soil, I look up into spacious skies and say to shining faces hidden in clouds backlit by the sun

I’m sorry, while amber waves of grief break over me.

— CARRIE AWBREY

Former editor of the Lakeside literary journal “Honings,” Carrie Elin Petersen '80 Awbrey has published poems in “Sequoia,” “The Formalist,” and “The Sunlight Press.” She received a B.A. in English with Creative Writing/Poetry Emphasis from Stanford, where she was awarded the Dorrit Sibley Writing Prize in Poetry. She lives with her husband in Northern California. This poem first appeared in a 2021 issue of “The Sunlight Press.”

Class of 1980

CLASS CONNECTIONS

RUNNING

PARTNERS John Zilly and Scott Tucker ran on the track and cross-country teams at Lakeside, went on to run in college, and are now running their own company. In 2017, Scott approached his former classmate with an idea. “I bet you could make a shoe that is better for the runner,” he said, “if you tuned it to the pace of the runner.” Scott had pioneered shoe designs at Montrail, had an MBA and a master’s in physics. He imagined shoes designed around the dynamic properties of cushioning and efficiency — and he needed someone who could tell the story. John had written recreational guidebooks and had a career in advertising. Their start-up, Vimazi (from Greek roots meaning “pace zone”), shipped its first shoes this past March.

Photo: John Lok

Class of 1980 entrepreneurs John Zilly (left) and Scott Tucker attend an REI promotional event in Seattle on April 30.

1960

In a chance meeting of classmates, Richard Hurst and Michael Petherick connected on a small ship north of the Arctic Circle, off Norway. Richard tells us, “Michael now lives in California, I live in Olympia. It was one of those, I’m from Seattle. Oh, I went to school in Seattle. Which school? Lakeside. Me, too. What year? 1960. What's your name?”

1961

Rick Morry reminds us the Class of ’61 celebrated its 60th anniversary at the Seattle Tennis Club on Dec. 3, 2021. Since the gathering, a beloved class member, Jim Allison, has passed away.

1968

Mick Deal shares, “I coached Lakeside div-

ing for three years. In 1972, Jim Peters ’72 became the Lakeside diving record holder for 10 dives. His score was 354.90. In 1968, I beat the record with a score of 299.65. We both competed in the state meet. I used to sneak the three Lakeside divers into the UW pool to use the great diving boards there. All three made the state finals!”

1969

Matt Griffin of Pine Street Group was named Puget Sound Business Journal’s Executive of the Year. Matt is one of several Lakeside alums who have been honored over the years in PSBJ’s annual list.

1970

Kurt Armbruster and members of the class of 1971 attended a tribute luncheon

at Lakeside to announce the establishment of the Peter Seibert Endowment for Music Education.

1971

See the 1970 note about Dan Asia, Terry Smith, Scott McIntyre, and Stuart Rolfe

1972

See the 1968 note about Jim Peters.

1979

After getting his first teaching job at Lakeside in 1980, Craig Jacobrown continues to become more and more devoted to teaching 42 years later. He just finished conducting several Council of All Beings communal rituals in Kitsap County. He shares, “My students make tagboard masks and learn to speak for the animals, plants, and beings of the Pacific Northwest region in a council that addresses the human in the room.... Ecology.”

1980

On Thursday, April 20, Jens Molbak, Paul Johnson ’84, Andrea Rodgers ’94 Harris, and Dylan Byers ’04 visited campus to speak to Seattle-area alums about how they were challenging norms and serving as change-makers in their respective industries. The TED@Lakeside event was put on by Ric Merrifield ’84 and the Lakeside Alumni Board.

Eleanor Moseley Pollnow is still working in theater and film when the opportunity presents, and hitting 60 inspired her to produce a rap video: “Maintain (Don’t Bemoan It).” She adds in her note, “lyrics and diagnoses are all hers.”

Clockwise from bottom left: Class of 1961 members Peter Scribner, Jake Powell, Bill McMahon, Jim Allison, Jack Morbeck, Jim Francis, and Rick Morry reconnect at the Seattle Tennis Club.

From left: Dan Asia ’71, Kurt Armbruster ’70, Terry Smith ’71, Peter Seibert, Scott McIntyre ’71, Stuart Rolfe ’71.

Mick Deal ’68 and Jim Peters ’72.

The artist

Torin Bashore ’22 is completing his freshman year at Rhode Island School of Design, where he is studying illustration. A multitalented artist, Bashore began writing his “Campfire Thoughts” series during a comic creation class last winter — and immediately found a new focus for his art. “I would like to enter comics or storyboarding as a career,” he says. “My goal is to someday publish a story that inspires people like the books I read as a little kid.” For now, he’s continuing to add to his “Campfire Thoughts” strip, along with drawing commissions. You can see more of his art — and the ongoing series — on Instagram @artofkong. “Or,” he adds, “if you just want to chat….”

PLEASE SHARE YOUR NEWS! We’d love to hear about your life events significant and small, personal or professional, chance meetings, fun adventures, kudos to classmates, cool collaborations... Share your baby announcement and photo, and we’ll outfit your little lion with a Lakeside bib. Photo guidelines: High resolution, ideally 1 MB or larger. If sending from a smartphone, select “original size.” You can email notes and photos to alumni@lakesideschool.org by Oct. 6, 2023, for the Fall/Winter issue.

1982

Many remember Barry Erickson as the original “Captain Husky,” a superfan wearing a mask and purple cape who, for 25 years up until the remodeling of Husky Stadium in 2011, roamed the stands and led cheers at University of Washington football games. The tradition was picked up and carried on in Barry’s family by his son Kelton. In 2018, following the seven-year hiatus, Kelton took on the role of “Captain Husky 2.0” and became a fixture at Husky football games until he graduated from UW in 2022. Now the mantle falls to Barry’s second son, Bo, currently a freshman at the UW, to become “Captain Husky 3.0,” and so the Erickson family tradition continues. Barry himself is a professor at the university, teaching marketing and international business, and is the executive director of the professional sales program. Go Dawgs!

1984

See the 1980 note about Paul Johnson and Ric Merrifield.

1987

Alli Noland reported a Lakeside sighting and mini-multiclass reunion at a Kraken game at Climate Pledge Arena!

1991

Maureen Haggard is serving in a new role

as deputy national security advisor to President Joe Biden.

1994

See the 1980 "TED@Lakeside" note about Andrea Rogers Harris.

Karl Uri shares, “I have been named the executive director of the Sun Valley Culinary Institute (SVCI). SVCI is a one-year U.S. Department of Labor Apprenticeship Program designed for students to enter the food ser-

The original "Captain Husky," Barry Erickson ’82, left, has passed on the tradition to his sons, Kelton, (shown below in 2019) and Bo, currently a student at UW.

Photos: Rod Mar (Barry Erickson); Max Waugh (Kelton Erickson)

From left: Chris Ackerley ’87, Jeff Roberts ’88, Kristi Frink ’87 Pickering, Alli Noland ’87, Ted Ackerley ’87, Chris Wertheimer ’88, Henry Albrecht ’87, and Jeff O'Brien ’88 cheer on the Kraken at Climate Pledge Arena.

vice industry competently and confidently with little or no debt. This all happens in the beautiful resort towns of Ketchum and Sun Valley, Idaho.”

1996

Aaron Levine has been promoted to professor at Georgia Tech in the School of Public Policy.

Brianna Reynaud Jensen and Søren Skak Jensen welcomed their son, Lucas, on Dec. 1, 2022.

1997

Junemee Kim passed along a photo of a

class of 1997 minireunion last summer.

1998

Joel Stonington and Dalia Mortada were married in Plymouth, Mass., on Sept. 10, 2022. A number of Lakesiders attended the wedding.

2001

Liza Buzytsky recently received a Fulbright grant to travel to Java for one year beginning in May 2023. Liza conceived the project “Third Space Textiles” as an investigation of cultural identity through the lens of material culture. Follow Liza’s journey in Indonesia online at thirdspacetextiles.com.

Rory Belanich

2004

Carsten Belanich shares, “Our second son, Rory Packard Belanich, was born on 2/2/23. Everyone's healthy and happy. His older brother, Luka, is taking things in stride.” See the 1980 note about Dylan Byers.

From

Elizabeth Repass ’98 de Velasco, Joel Stonington ’98, Dalia Mortada, Will Roush ’98, Dan Stonington ’96 and Laura Davis ’00 at Joel and Dalia's wedding.

Photo: xxxxx

Clockwise from top left: ’97 classmates Mark Stoner, Alex Markle, Jessica Jacob, Anisha Sood, Kelly Fox, and Junemee Kim got together last summer.

left:

Lucas Jensen.

2006

Brandon Vaughan married Aileen Aquino in a wedding ceremony at Balesin Island in the Philippines on Feb 12, 2023. The event was attended by several members of the Class of 2006, all of whom have been friends since meeting at Lakeside Middle School.

2009

Laura Coffin Carlson and her husband welcomed their daughter, Rhia Elsbeth Carlson,

on April 5, 2023. All three (shown below) are doing great and enjoying settling into their new San Francisco lives together!

2010

The spring equinox marked one year since Nick Canino founded his nonprofit Rhythm Seed Farm in Portland. The mission of the organization is to grow and share vegetable, herb, and rare plant seeds adapted to the Pacific Northwest. Half of the seeds grown at the farm are given freely to Portland area residents who are low-income or from communities of color. In 2022, the organization donated more than 3,000 seed packets. This year, Canino hopes to double that number. Rhythm Seed Farm

seeds are sold in local nurseries and online (currently 140 varieties are available). Funding for the nonprofit is gathered together from grants, garden design consulting, seed sales, and business partnerships. Canino envisions a future where Northwest residents grow their own food and save their own seed to increase resilience of our local food system. He says his mission will be complete when he puts himself out of business because everyone saves their own seeds and no longer needs to buy them. In future years, Canino hopes to create educational content to share online for planting, harvesting, and seed saving and storage of all his crops, including the unusual varieties he cultivates that are more commonly grown in other parts of the world.

2011

In his role as communications manager at HealthierHere, a King County-based nonprofit, filmmaker Graeme Aegerter recently produced the organization’s first documentary, which explores how local Native-led organizations are fostering thriving communities through traditional Indigenous medicines. In his freelance work, Graeme is producing and raising post-production and distribution funding for his second feature-length documentary, “Mary’s Way,” which follows the journey of a Kenyan Maasai girl over the course of seven years as she fights against enormous odds to pursue her dreams of becoming a doctor. You can support this project and see more of Graeme’s work at graemeaegerter.com.

2012

Alex Wade shares the news of landing his first lead acting role: in an indie film called “The Doorman.” In April, the 10-minute short won an award for best comedy actor at the Poor Life Choice Film Fest and was also screened at the Sun Valley Film Festival. In a radio interview on Troy Public Radio in Alabama, Alex talked about falling in love with acting while performing in the school musical his freshman year at Lakeside; his

Friends from the Class of 2006 traveled to the Philippines to celebrate the wedding of classmate Brandon Vaughan and Aileen Aquino. From left: Alex Krengel, Nicholas Stevens, Charles Balter, Matthew Allen, Brandon, Aileen, Tashiana Colston, Gabby Owens, Denise Yavuz, and Shane Easter.

past six years in New York pursuing acting as a full-time career; and his recent forays into stand-up comedy.

2013

Following roles in “The Politician” and “The Sky Is Everywhere,” Julia Schlaepfer has

been wowing critics in her portrayal of Alexandra in “1923,” a Paramount+ television series that provides a prequel to the popular series “Yellowstone.” Performing alongside Harrison Ford and Helen Mirren, Julia was called a “scene-stealer” in a “break-out role” by Country Living magazine.

2015

Seattle-area researcher, content creator, and writer Elda Mengisto updates us on a current project she’s working on: a novel called “College Bound (and in Trouble).” “It’s about the senior year of Elizabeth,” Elda says, “a girl who simply wants to do something for Lakeside in her final year there. She ends up in the path of Andrei Petrescu, the president of Student Government, who wants to make it more than what it has been before. But when her attempts lead to a highly controversial decision, how will the other students react, and how will these two major characters learn about themselves and what it means to do the right thing?"

A still image taken from " Traditional Indigenous Medicines: Shifting the Paradigm," a recent short documentary produced by Seattle-based filmmaker Graeme Aegerter ’1 1. The film highlights the practices of Native American, Native Alaska, and Indigenous communities.

Promotional posters for Alex Wade ’12 and Julia Schlaepfer ’13.

ST. NICHOLAS ALUMNAE

Bobbie Black ’33 Lenfesty • Feb. 2, 2023

Born in 1915, Barbara “Bobbie” Black Lenfesty was the widow of Robert Craft Lenfesty. She is survived by her daughter, Jean Wells (St. Nicholas Class of ’61), five grandchildren, one great-grandchild, and one great-great-grandchild. She was predeceased by her son, Charles Black Lenfesty. The family held a private service.

Clara Louise Robinson ’40 Close • Oct. 8, 2022

Clara Louise Robinson Close was born Jan. 21, 1923, in Seattle. Her grandparents had come to the Pacific Northwest from the East Coast in 1889, when Washington became a state, to be in the lumber business. She was educated at Lowell Public School, St. Nicholas School, and graduated in June 1944 from the University of Washington magna cum laude and Phi Beta Kappa. In September 1944 she was commissioned as an ensign in the U.S. Navy and served at the Bureau of Ships in Washington, D.C.

It was there that she met Navy Lt. Rodman E. Close. They were married in 1945 at the Naval Academy Chapel in Annapolis, Maryland. After World War II ended, the couple moved to Southern California, where Rod continued his naval career in the reserves and, as a civilian, became a test pilot for Northrop Aircraft. They lived in Palos Verdes Estates with their two daughters, Suzanne and Marguerite, until Rod retired in 1972. The following year, they moved to Camano Island, Washington. Their daughters married, and in the years that followed, Louise and Rod lived joyous lives surrounded by family and friends.

Louise was a lifelong Episcopalian and was an active member of St. Aidan’s and the P.E.O. Sisterhood. She is survived by daughters Suzanne Lawrence and Margot (Thomas) Hanson, five grandchildren and 12 great-grandchildren.

Memorials may be sent to St Aidan’s Episcopal Church in Camano or Hospice of the Northwest in Mount Vernon.

Jean McDonald ’48 English • Dec. 16, 2022

Jean passed away at the age of 92 from complications related to Alzheimer’s Disease.

Born Jean Annette McDonald on July 20, 1930, in Lewiston, Idaho, to Irvin Brown McDonald and Sadie Welker McDonald, she was a proud Scot and a descendant of homesteaders who came west by

wagon. Jean enjoyed childhood summers on Lake Coeur d'Alene and visits with cousins in the wheat fields of the Palouse. She attended elementary school in Lewiston and St. Paul’s School for Girls in Walla Walla.

After her father died in 1943, the family moved to the Laurelhurst neighborhood of Seattle. Jean graduated from St. Nicholas School in 1948, attended Smith College, and graduated from the University of Washington in 1952. She pledged Delta Gamma, played golf, and earned a varsity letter as a Silver Fish. Jean skied, joined the Mountaineers, and was elected to the Winter Carnival Court. She was inducted into several honor societies, including Phi Beta Kappa, Mortar Board, Totem Club, and W-Key. Jean was recognized by the economics department as the outstanding female graduate of 1952.

In 1955, Jean and Buel Beecher “Beech” Blake were married and built a house on Hunts Point. Jean and Beech welcomed their daughter Darcy in 1960. Widowed in 1965, Jean moved to Medina. In 1967 Jean married Thomas Saunders English; their daughter Juliet was born the following year. Tom and Jean relocated to Washington Park, where they raised their daughters.

Jean was capable, accomplished, and modest. She was by inclination and necessity an entrepreneur. A renowned cook and gardener, Jean enjoyed needlework, bridge, and travel. She delighted in her grandchildren, and they in her.

Jean was active in the Junior League of Seattle and Seattle CityClub. She was a member of the Sunset Club, the Seattle Tennis Club, the Seattle Smith College Club, and served as past president of the Seattle Garden Club. She chaired the Festival of the Fountains at the Pacific Science Center, sat on the board of trustees at Bush School and the ethics committee at Swedish Hospital, and served on the Altar Guild at Epiphany Parish.

Jean reconnected with the widower of a St. Nicholas classmate and, in 2002, Jean and David Hunter Jones were married. Jean is survived by her two daughters, five grandchildren, and two great-grandchildren. She was preceded in death by her husbands and by her sister, Bonnie.

Remembrances can be made to the Center for Urban Horticulture at the University of Washington.

IF YOU HAVE A REMEMBRANCE to share about a St. Nicholas or Lakeside alum for the next issue of Lakeside magazine, please email the alumni relations office at alumni@lakesideschool.org or call 206-368-3606. The following are reprints of paid notices or remembrances submitted by family members. All remembrances are subject to editing for length and clarity. The submission deadline for the fall/winter issue is Oct. 6, 2023.

LAKESIDE ALUMNI A Son of Lakeside

Hazard Adams ’43 died Feb. 24, 2023, at the age of 97. He was the son of Robert Simeon Adams, the headmaster of Lakeside School from 1934 until his death in 1950. His mother, Mary Thurness Adams, was an assistant to the dean of the College of Health Sciences at the University of Washington and later a research associate in the department of biomedical history. After graduating from Lakeside in 1943, Adams enlisted in the Marine Corps. He was commissioned as a second lieutenant in 1945 after training in an engineering program at the University of Washington, Parris Island, Camp Lejeune, and Quantico. He served as a reserve officer until 1951 and was briefly called upon during the Korean War. He attended Princeton University, where he was in the Class of 1947, delayed until 1948. He received a master’s degree in 1949 and a Ph.D. in 1953, both from the University of Washington.

Professor Adams was a prolific scholar, writing or editing more than 30 books and a large number of other publications across many genres. He is best known for his work on William Blake and William Butler Yeats, in addition to writing full-length volumes on Lady Gregory and Joyce Cary. In literary theory, his anthology “Critical Theory Since Plato” (1971) was one of the first anthologies of its kind. An international generation of graduate students knew this book as the study of literary theory took off in the 1970s. His “Philosophy of the Literary Symbolic” (1983) is possibly the book he was most proud of. He wrote five novels and a volume of poetry while producing articles, reviews, notes, and lectures. Of note to Lakeside, he edited “Poems by Robert Simeon Adams” (1952).

He worked at several institutions over a long career, moving from Michigan State to the University of California, Irvine, in 1964. His work at UC Irvine was of special importance. At the time, the school had no actual campus, and Adams’ task was to found a department of English and comparative literature. He recruited faculty and staff and developed master’s and Ph.D. programs in both areas, creating the first MFA program in creative writing in the University of California system. In the role of department chair in those early days, he served on virtually every committee. He even edited the campus catalog in 1965 and 1966. Subsequently, he served as dean of humanities and vice chancellor of academic affairs. Throughout these years he taught a variety of courses in romanticism, literary criticism and theory, and modern Anglo-Irish literature at both graduate and undergraduate levels. He taught introduction to poetry and freshman composition at the undergraduate level. He developed the humanities core course, the first large interdisciplinary humanities offering for undergraduates. With

Murray Krieger, Adams founded the School of Criticism and Theory at Irvine, now located at Cornell.

In 1977, Adams left UC Irvine to work at the University of Washington, returning home to the Pacific Northwest. At Washington he was professor of English and comparative literature from 1977 to 93. He was named University Professor of the Humanities and was the Byron W. and Alice L. Lockwood Professor of Humanities. In addition to his academic and committee work, he became a trustee of the Washington Commission for the Humanities, serving as its president from 1993 to 1994.

Lakeside designated Adams as a Distinguished Alumnus in 1973. He wrote a memoir, “Academic Child” (2008), which reflects on his time at Lakeside and his academic life.

Adams was married to Diana W. Adams for 64 years until her death in 2013. He married Cornelia Nixon in 2015. He is survived by Cornelia and by sons Charles and Perry, granddaughter Jacqueline Adams Carey, and great-granddaughter Troye Adams Carey.

He was specific about having no memorial service. Remembrance funds can be directed to The Adams Scholarship at Lakeside School.

Photo: Diana W. Adams

Author and professor Hazard Adams stands by the sign of a former utopian community that inspired his novel of the same name.

Charles Schiff ’45 • Dec. 24, 2022

Quintessential gentleman Charles Harrington “Chas” Schiff passed away quietly at 95. He was born and raised in Seattle and, during his formative years, he spent summers at Four Winds Camp on Orcas Island, where he made lifelong friends. He graduated from Lakeside in 1945 and went on to the University of Washington, graduating with a degree in architecture and a master’s from the University of California at Berkeley in 1954.

He married Betsy Taylor in 1955 and the couple raised their family in Bellevue in the home Chas designed. Chas enjoyed drawing, tennis, skiing, hiking, and traveling, but his true passion was sailing and racing. He had several sailboats, but his true love was Meridian, the sailboat he designed for racing. With Chas at the helm, Meridian won the annual long-distance Swiftsure race two times.

Chas was preceded in death by Betsy after 41 years of marriage. He married Janet Suyetsugu in 1998. Together they shared 24 wonderful years. Chas is survived by three daughters, four stepchildren, 15 grandchildren, and seven great-grandchildren.

A grateful thanks to Brookwood Adult Family Home for the loving care of Chas.

Donations in Chas's memory may be made to Four Winds Westward Ho, 286 Four Winds Road, Deer Harbor, WA 98243.

Frank Bayley III ’57 • Nov. 12, 2022

Frank Sawyer Bayley III died peacefully at age 83 at his long-time home on Russian Hill in San Francisco after a two-year illness. Family and old friends joined him in the “martini corner” of his living room, surrounded by his many books and works of art, watching sailboats on San Francisco Bay and listening to Mozart. Frank was born July 14, 1939, in Seattle, the son of Frank S. Bayley Jr. and Frances Ann Stimson Bayley. His family was established in the city early on; his great-great-grandfather was John Collins, an early mayor of Seattle. Throughout his life, Frank took a strong interest in his family history. He graduated from Lakeside School in 1957, where he was a commencement speaker and National Merit Scholarship finalist. He attended Harvard College, where he was awarded a Harvard National Scholarship. He studied English history and literature and graduated in 1961.

He was a lawyer, as were his father and grandfather, for whom he was named. The focus of his professional career varied; initially he advised on trusts and estates, then worked on the San Onofre Nuclear Power Plant in Southern California. During the latter half of his career, he advised foreign investors in venture capital transactions. His work took him frequently to England, Japan, and Korea, where he made many lifelong friends.

For nearly 30 years, Frank served as a trustee of the Invesco Funds and its predecessors, where he also served as chairman of the investment committee. For decades he served as a director and chairman of the C.D. Stimson Co. in Seattle, a family-owned investment com-

pany established by his great-grandfather. He was an early supporter of the Nature Conservancy in Washington. In 1979, with a friend, Linda Henry, he and his brothers, Tom and Doug, founded the San Juan Preservation Trust to preserve the natural aspect of the San Juan Islands. The preservation trust currently holds thousands of acres and many miles of shoreline permanently preserved from further development; it is the oldest and largest land trust in the state of Washington.

A long-time trustee of the Seattle Art Museum, Frank’s contributions included a collection of Korean art, supplementing the collections donated by his grandmother, Emma Baillargeon Stimson, and other relatives. Seeking to boost recognition of contemporary Korean potters, calligraphers, and photographers, he gave their works to museums across the country and world. These artists became good friends of his, and visiting them was a focus of his annual trips to Korea. In addition to Korean art, Frank collected Japanese paintings, Chinese and Danish ceramics, European prints and drawings, and rare books dealing with the exploration of the Pacific Northwest.

Frank was drawn to classical music from an early age. In the 1970s he was a director and acting president of Western Opera Theater, then the traveling and educational subsidiary of San Francisco Opera. In the 1990s he actively promoted the careers of Asian musicians, providing introductions and sponsoring recitals. He became an overseer and later, trustee, of The Curtis Institute of Music in Philadelphia. At Curtis, he became acquainted with many established figures in classical music and many students who have become outstanding performers of their generation.

He is survived by his brothers, Thomas Bayley and Colby Bayley, his sister, Margaret “Meg” Bayley Rankin, his sister-in-law Mary Bayley, and six nieces and nephews. His brother Douglas passed away earlier this year. Gifts in his memory may be made to San Juan Preservation Trust or the Seattle Art Museum.

Bob Frazier ’59 • Oct. 26, 2022

Robert “Bob” Wood Frazier passed away peacefully at his home in Auburn at the age of 81 after a short illness. Born in Seattle on Sept. 19, 1941, Bob was a graduate of Lakeside and completed his undergraduate degree in business at the University of Washington in 1967. He worked as a lending officer at Peoples National Bank of Washington. A resident of Queen Anne for more than 50 years, Bob was a lifelong volunteer who lent his creativity and dedication to a number of community organizations. The Queen Anne Historical Society especially fueled his passion for history and genealogy. His devotion to Queen Anne Methodist Church, where Bob contributed countless hours and sang in the choir, was shared by his wife and partner, Nadine.

Bob was an avid reader and a lifelong learner; he delighted in sharing his latest findings with family and friends. He traveled the world and embraced diverse cultures and many musical genres.

But nothing brought him greater joy than spending time with cherished family members and friends, especially his granddaughter, Alicia, who held a special place in his heart and provided personal care and attention as Bob approached the end of his life. Bob never met a stranger; he made friends effortlessly throughout his life.

Bob is preceded in death by his wife, Nadine, parents Alice Lou and James Wood Frazier, and sister, Fay Jamison Weinthal. He is survived by his wife’s three children, David, Michael, and Charlotte; four grandchildren; and three great-grandchildren.

Donations may be made in Bob’s memory to the Queen Anne Historical Society.

Peter Steil ’61 • Nov. 23, 2022

Melville Peter Steil Jr. died at the age of 79. Peter’s spouse, Janice, reported that the cause of death was complications from multiple myeloma, which he had fought courageously for 10 years. Peter was born and raised in Seattle, where he grew up climbing the North Cascades with his brother, Jim. He was educated at Lakeside School, after which he graduated from Stanford University and Harvard Business School. Among the accomplishments of which Peter was most proud is the conceptualization and founding, with his brother Jim, of the Lakeside Educational Enrichment Program (LEEP) for Seattle middle school students from families with low incomes, which continues to this day more than 50 years and 3,600 students later. He was a particularly loyal and active alumnus of both Lakeside and Stanford.

Peter had a lifelong interest in international business affairs and cultures. He began his professional career at Morgan Stanley, where he worked in real estate development finance and investment banking and as a trusted advisor. He was responsible for expanding the scope and scale of the company’s real estate business globally and later managed its investment banking business in Asia. He served as partner of a real estate private equity firm, where he introduced advanced research and transformed the company from a closely held partnership to a professionally managed firm. Peter later became a consultant and strategic advisor to entities related to real estate and was the executive director of the National Council of Real Estate Investment Fiduciaries.

Among his eleemosynary involvements, Peter served for several years as the president of the State Department’s Executive Council on Foreign Diplomats and as a director of the Union Settlement Association in East Harlem. He was an active leader of the International Exchange Council of the Urban Land Institute. For decades and across continents, he mentored architects, urban planners, and those beginning careers in real estate.

Peter lived in New York City for more than 50 years of his life, but always remained close to his Western roots, particularly his friends in Seattle and Sun Valley, Idaho. Above all, he cherished his relationships with friends and colleagues across the country and around the world.

A devoted and generous father and grandfather, Peter is survived by his wife, Janice; son, Justin; Justin's spouse, Ana; and their children, Alma and Camilo; as well as his daughter, Alexis; her spouse, Bradley; and their children, Palmer and Pierce. Peter’s only sibling, Jim, predeceased him over 35 years ago when he was struck by a car as he was helping a stranded motorist.

Remembrances should be sent to the Steil Family Scholarship for LEEP graduates at Lakeside School.

Pete Phillips ’65 • Feb. 23, 2023

Peter Warner Phillips, 75, of Hailey, Idaho, died from complications of heart disease at St. Luke’s Boise Medical Center.

“Pete,” as most people knew him, was born Feb. 27, 1947, in Seattle, where he attended Lakeside School and received a degree in Scandinavian studies at the University of Washington. A man of many talents and eclectic pursuits, his careers in teaching, commercial fishing, and Nordic skiing built friendships that spanned decades and filled him with experiences and stories that animated countless gatherings. As a young man, Pete taught at Lakeside and Overlake School in the Seattle area and the Sun Valley Community School in Idaho. While he brought history, literature, and even celestial navigation alive in the classroom, he probably connected best with his students outside of the formal school setting. From the 1970s through 1990s, Pete spent many seasons with the commercial salmon fleet in southeast Alaska, eventually captaining his own purse seine boat, the Santa Maria. Pete often crewed the boat with his students, giving many of them a hands-on education unavailable inside any school building. Similarly, when Pete took up cross-country ski coaching, he created opportunities for learning and friendship beyond the regular ski season; he mentored dozens of America’s best skiers by organizing training and cultural exchanges with world renowned skiing friends and colleagues in Norway and Sweden.

Pete’s teaching and coaching careers took him from Seattle to Sun Valley; Whitefish and Bozeman, Montana (where he studied art and French at Montana State University); Keene, New York; Rumford, Maine; East Burke, Vermont (where he directed the Nordic skiing program at Burke Mountain Academy); and Jackson Hole, Wyoming. Eventually, he made his way back to the Wood River Valley in Idaho, which was his center of gravity for much of his life. The family of friends he cultivated at his A-frame compound in West Ketchum sustained him for decades.

And dogs. Dogs were a central part of Pete’s persona, and he was rarely without one of his mischievous canine companions, Uppy Dog, Sitka, Rocky, Oskar, and Shadow. Pete’s dogs were the most spoiled and loyal pets in town, and they loved Pete as much as he loved them. In later years, Pete embraced his artistic side. He was always a talented cartoonist, and his recent paintings showed an aptitude for capturing light and emotion on canvas. He took joy in sharing his work with others.

Perhaps that joy of sharing was Pete’s greatest attribute. Friends could always count on a laugh, a story, a wonderful meal, or an insightful tip — perhaps even an adventure — whenever they were in Pete’s company. It’s that shared joy that many will miss the most, but that Pete would want remembered.

He is preceded in death by his parents, James Young Phillips and Jean Binnie Warner Hughes Phillips, and his brother, James “Skip” Young Phillips Jr. He is survived by his half-brother, James Raymond Hughes, of Lebanon, New Hampshire, and his children and their families. A

celebration of Pete’s life, friendships, and art will be held in Sun Valley later this year.

Martin Baker ’65 • Oct. 29, 2022

Martin was born in Seattle on July 7, 1947, the fourth son of Joel and Elizabeth Baker. He died last year after a brave fight against prostate cancer. He fought with an incredibly positive outlook and loving support from his close-knit family. He continued to enjoy his many outdoor passions, which included riding his custom-made Davidson bicycle around Washington and at his home on Vashon Island.

The youngest of four brothers, he attended McGilvra Elementary, Edmond Meany Junior High, then Lakeside, graduating in 1965, following Jay ’56, Sam ’57, and John ’60. He was student body president his senior year before going to the University of Virginia for one year, then transferring to the University of Washington, where he received his bachelor’s in art education in 1969 and his master’s in history in 1971. Active duty in the Army followed; he was commissioned as a second lieutenant after ROTC and served in military intelligence.

Martin’s life’s passions were numerous and always revolved around his commitment to his family and environmental issues. He was executive director of the Washington Environmental Council in its early, heady days tackling oil tanker issues, when he met Donna Klemka in the Sierra Club. They celebrated their 46th anniversary last July on Vashon Island, surrounded by their daughters Karey and Nari, their daughters’ husbands Steve and Paul, and grandchildren Mairin and Raven.

Following the stint at the council, Martin worked at King County Metro studying mass transit issues before moving on to serve for 20 years as deputy director of Seattle Public Utilities, leading teams working on environmental justice, habitat protection, and restoration.

While Martin immersed himself in the physics and specifications of bicycle parts and found his meditative space riding country roads, he also loved sailing. His real passion, however, was working in his shop with his hand tools. The home he and Donna crafted over the years and the beautiful furniture in it reflect his amazing talent and love of wood.

Throughout his life, Martin remained in touch with many classmates. He will be remembered and missed by them, his three surviving brothers and their families, Donna, and their children and grandchildren.

Paul Scott Douglas ’67• March 25, 2023

Paul “Dug Out” Douglas passed away peacefully March 25 after a short illness. The son of Donald and Paula Douglas and the grandson of King County Superior Court Judge Malcom Douglas, he was born Aug. 2, 1949. He grew up in Laurelhurst playing sports, which included being the catcher on the all-city Seattle baseball team. Paul started at Lakeside as a freshman with the legendary Class of ’67. He became the class’s star athlete, lettering three years in basketball, three years in baseball, and one year in football. At graduation, Paul received the athletic department’s “John E. Ryan ’57 Athletic Cup.” He was also a member of the Brownells, one of Lakeside’s intramural teams. During his senior year, he frequented Dick’s Drive-In on Lake City Way with several of his classmates, a pastime documented in the Numidian.

Following graduation, Paul attended Whittier College before embarking on a career in municipal bond and day trading. He interrupted his trading career to do some commercial fishing, living on Blakely Island for a short period before moving to Bainbridge Island. Starting at a young age, Paul had spent many summers on Blakely Island working at the Blakely Marina. Using his family’s boat, The Thunderball (a very fast Chris-Craft), he would visit many friends who also had summer homes in the San Juans. Paul, like his father, also held a private pilot’s license.

Paul is remembered by his classmates as being a very loyal and kind friend. He was a voracious reader and loved giving his friends nicknames, many which have followed them throughout their lives. He was also a big supporter of Lakeside athletics, especially basketball. Bruce Bailey ’59 recalls that whenever the Lions basketball teams played on Bainbridge Island, Paul would attend to cheer them on.

In later life Paul had many health challenges, some of which took their toll. He is survived by his sister, Janet, his brother, Lance, and his two beloved children, Jake and Galen. His brother Bruce predeceased him. Paul was extremely fortunate to have Annie, his former wife of many years, as his caregiver during his last few years. There was a celebration of Paul’s life in April on Bainbridge Island attended by several Class of ’67 classmates, family members, and friends.

Martin Baker devoted his entire professional career to addressing environmental issues in his beloved Washington.

Peter Lazerte ’71 • Jan. 30, 2023

Emily Baillargeon ’87 Russin • Jan. 24, 2023

Emily Baillargeon Russin possessed a rare talent for life. She appreciated beauty in all forms —especially in music, stories, and nature — but her love for other people defined her. Emily was a true friend, often the best friend, of those lucky enough to know her well.

Born and raised in Seattle, Emily graduated from Lakeside School in 1987 and Bryn Mawr College in 1991, where she studied classical Greek. A talented musician, Emily also loved ice skating, writing, editing, and cooking.

As a violist, her music career spanned several decades and included performing as a member of the Seattle Youth Symphony Orchestra, the Olympic Music Festival, the Aspen Music Festival and the Northwest Symphony Orchestra.

Pursuing her love of writing and literature, Emily earned her MFA in creative writing from Emerson College in Boston in 1996, worked at The Atlantic, and published her poetry and nonfiction widely. She returned to her hometown in 1996 and served as managing editor of The Seattle Weekly before launching a freelance writing and editing career. Emily married her beloved husband, Andrew, in 1999, and their daughter Janet was born in 2001.

Her freelance career encompassed many different roles: food and restaurant critic; television, arts, and entertainment writer; developmental editor; and emerging novelist. Emily read and wrote extensively and served as a continual source of cultural recommendations for all who knew her.

She also traveled widely and relished her overseas adventures in Europe and Asia with family and friends. At age 13, Emily heard traditional Indian music for the first time, which sparked a lifelong fascination with Indian culture. Over the years, she immersed herself in Indian music and Bollywood movies, joined an Indian dance troupe, learned to cook Indian cuisine, and traveled to India for an extended trip with her husband and daughter.

Emily collected close and diverse friendships, particularly with those who shared her lifelong passions for music, travel, and creative writing. Those relationships continued to flourish, even as close friends scattered across the country and overseas to Sweden and New Zealand. A survivor of childhood cancer, Emily passed away unexpectedly at her home in Seattle. She is survived by her husband Andrew, daughter Janet, brother Peter, sister-in-law Ashley, and niece Sophie. She is also survived by her parents, Joseph and Astri Baillargeon, as well as her mother-in-law, Toni Russin.

In lieu of flowers, please consider a gift in her memory to the Seattle Youth Symphony Orchestra (www.tinyurl.com/bddsfz6k), The Goodtimes Project (www.tinyurl.com/3s4acdwj) or the Arboretum Foundation (www.tinyurl.com/59rn2zmv).

Charles Wilson ’03 • Feb. 13, 2023

Charles Stevens Wilson died in Brooklyn, New York, at the age of 37. He was born in Seattle on Oct. 3, 1985, the younger son of Richard and Catherine “Catie” Wilson.

Charlie grew up in Clyde Hill and graduated from Lakeside in 2003,

where he played varsity baseball and was co-captain and speedy running back of the varsity football team his senior year. He attended Colby College in Waterville, Maine, where he played varsity rugby, graduating magna cum laude in 2007 as an economics major.

Following graduation, Charlie moved to New York City and worked in the securities industry for 15 years as a hedge fund trader, spending the bulk of his career at Hunting Hill Global Capital. He found a home in the competitive softball leagues of Brooklyn, playing on as many as four teams in a season. To be closer to the softball action, Charlie moved to Brooklyn in 2020. He was a star center fielder, twice named defensive MVP.

Charlie kept himself fit and had great style, along with a winning smile and a wonderfully sardonic wit. He loved the outdoors (particularly the Hudson Valley), dogs, birding, singing, reading widely, and puzzles and games of all kinds, especially crossword puzzles — the harder, the better. He was much admired as a smart, kind, and deeply thoughtful person by his co-workers, his many softball friends, and his extended family.

Charlie is survived by his parents; his older brother Tom Wilson; his wife Kristin Blodgett of Monkton, Vermont; his two nieces; his beloved friend Megan Lytle; and a host of aunts, uncles, and cousins, all of whom deeply mourn his untimely passing.

Donations in Charlie's memory may be made to the National Audubon Society.

FACULTY

Gary Maestretti • Dec. 19, 2022

Gary was born and raised in Walla Walla, where he enjoyed fishing, hunting, and skiing in the Blue Mountains and found work harvesting or canning local produce. Upon graduating from high school, he enlisted in the Air Force and spent most of his four years in Illinois as an instructor for the Department of Weather Training. He then earned a degree in math from the UW and in 1964 was recruited by Dexter Strong to teach at Lakeside.

In addition to teaching math, physics, and astronomy, Gary coached wrestling and chess, directed LEEP (1972-1973, 1979-1982), and hosted Sunday morning basketball at the gym. He incorporated as many demonstrations as possible in his classes, from ripple tanks to shooting a marble into a moving toy train. Gary enjoyed the stimulation of working with his colleagues and students and felt lucky to share the Lakeside experience with his wife Kit (Lakeside faculty 1972-2006) and his children Cara ’84, Greg ’85) and Alex ’99. He also loved being at his property on Lopez Island, spending many happy hours building various structures, training his black labs, driving his tractor, or just enjoying the view and the wildlife.

With Kit, he traveled extensively in Europe, including living for a year in France. After retiring in 2000, Gary split his time between Walla Walla and Lopez, his favorite places. He often declared: “I have had an amazing life.” Gary’s family hosted an informal memorial in June at Lakeside.

2023-2024

2023

September

30 Lakeside Fund Notewriting Breakfast

October

25 Dan Ayrault Memorial Lecture: Matika Wilbur

26 Young Alumni Event

November 8 Distinguished Alumni Award Assembly: Denise Moriguchi ’94

December

13 Jerry St. Dennis Speaker on Economics: Darrick Hamilton (Not open to the public.)

2024

January

24 Los Angeles Reception

25 Bay Area Reception

31 Bernie Noe Endowed Lecture on Ethics and Politics: Anne Applebaum

February

15 T.J. Vassar ’68 Alumni Celebration

March

6 Mark J. Bebie ’70 Memorial Lecture: Shankar Vedantam

8 Seattle Area Reception

April

25 Boston Area Reception

26 New York Area Reception

May

13 Life After Lakeside

June

6 Class of 1974 50th Reunion Lunch Reception Commencement

7 Alumni Reunion Reception: ’4s and ’9s

*All in-person event dates are tentative. Visit lakesideschool.org/alumni for updates throughout the year. Questions? Please contact the alumni relations office at alumni@ lakesideschool.org or 206-368-3606.

2023-2024

Lakeside | St. Nicholas Alumni Board

❚ Nate Benjamin ’07

President

❚ Nicholas Stevens ’06 Past President

❚ Ai-Li Chiong-Martinson ’06 Mission and Governance Chair

❚ Cara Gray ’03 Helmer Connections Chair

❚ Melinda Morbeck ’90 Lewison Activities Chair

MEMBERS

❚ Sebastian Alfonso ’19

❚ Mirutse Amssalu ’13

❚ Amy Barker ’01 Pitelka

❚ Jay Bensal ’12

❚ Evelyn Spence ’94 Callahan

❚ Yongbai “YB” Choi '97

❚ Asha Sundae ’98 Dean

❚ Adam Harrell ’12

❚ Adam Hinthorne ’14

❚ Katherine Winquist '95 Jackson

❚ Paul Johnson ’84

❚ Matthew Markovich ’04

❚ India Ornelas ’92

❚ Michelle Perkins ’92

❚ Kiet Vo ’07

❚ Dimitri Woods ’09

❚ Geoffrey Wukelic ’14

Photo: Jane Ridgeway

calendar*

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