Grove NewsFall/Winter 2006

Calendar of Events 2005-2006For details please refer to our school calendar at www.lakefieldcs.on.ca, click NEWS

FEBRUARY MAY

3 Kingston Pub Night 13 Trustees' Meeting

11 Winter Carnival 26 Grove Society Annual General Meeting

17 London, ON Pub Night 27 Regatta Day

APRIL JUNE

13 Grove Society Meeting (LCS) 10 Grove Society Pot Luck Luncheon

20 Victoria Pub Night 15 Grade 8 Graduation Dinner

21 Vancouver Pub Night 17 ClosingGrade 12 Graduation Dinner

MAY

5 Class Reps Workshop (Toronto)Toronto Pub Night

22 Grove Golf Tournament

Board ChairJock Fleming '74

Past ChairMarilynn Booth

Cindy Atkinson- Barnett

Heather Avery

Nicole Bendaly '93

David Bignell

Gerry Bird

Walter Blackwell

Gordon Blake

Scott Campbell

Brian Carter

Andrew Clarke '85

Janet Cudney '94

Jack Curtin

Peter Dunn '62

Andrew Durnford '85

Michael Eatson '83

Bishop George Elliott

Ann Farlow

Bill Gastle '68

Bruce Gibson

Kenneth Gill

Janice Green

Jennifer Gruer

Terry Guest

David Hadden

Chris Hadfield

Goodith Heeney

John K. Hepburn '68

Paul Hickey

Howard Hickman

Rachael Honig '06

HRH Duke of York '78

Tim Hyde '76

James Hyslop '85

Alan Ingram

Warren Jones '88

Angie Killoran

Janet Lafortune

Kathleen Leonard

Nicholas Lewis '77

James (Kim) Little '53

Laleah Macintosh

J.M. (Bubs) Macrae '33

Kevin Malone '77

James Matthews '58

Scott McCain

Andrea McConnell

Don McGuire

Fiona McNestry '06

John McRae '70

Val McRae

Betty Morris

William Morris '70

Christopher Ondaatje

Travis Price '85

Tony Pullen '63

Kathleen Ramsay

Douglas Rishor '57

Gretchen Ross

John Ryder '77

John Schumacher

Maureen Sinden

Nancy Smith

Scott Smith '87

David Thompson

Stuart Thompson '91

Ann Tottenham

Tim Ward '62

Gordon Webb

Chris White '90

Jamie White '79

Terry Windrem

Directors in Bold

Trustees 2004-2005

Front Cover: Energy levels run high as players prepare for the third game of the Hockey For Heroes Tournament (see p.11) on thenew Bob Armstrong Rink (to be dedicated at the Winter Carnival, February 11, 2006) made possible through the generous leader-ship of John Hepburn ’68 (p.26). Photo by Simon Spivey.

piii

Belinda Schubert ’99One of my law school professors,

unable to monitor a group of exam-

writers, told us she would just have

to trust us. I was surprised. I hadn't

realized that she didn't trust us to

begin with. My sense of belonging to

a community, united by our interests,

gave way to the realization that we

are just a group of strangers. This is a

stark contrast to the values-rich

atmosphere to which I was accus-

tomed at Lakefield and as an

undergraduate.

The strong values system at Lakefield

ensures students are a family—

united by common goals and inter-

ests—rather than a mere group of

strangers. Teachers and students rely

on each other to act honourably. As

Archbishop Andrew Hutchison ’50

describes in his article (p.20), the

Chapel's Light of the World window

can be seen to symbolize the

strength of the Lakefield community.

This sense of community doesn't just

influence the interactions of the

students amongst one another. It

creates unity and pride in the school

that shine when students go beyond

its walls and contributes to the

quality of life described by John

“Bubs” Macrae ’33 (p.28) in this issue

of the Grove News.

In my law school surroundings, there

are obvious consequences of the lack

of trust and community. For

instance, student groups raise money

for themselves—not others. Lakefield

is a stark contrast: in this issue of the

Grove News, Hilary Bird describes

some of the phenomenal fundraising

initiatives by students.

The nature of these initiatives goes

beyond a mere recognition of poverty

or need. The amount of care and

concern expressed by students like

D'Arcy McDonell is evident in their

innovative approach to fundraising,

finding new ways to encourage

participation (p.10). The students’

goal is not merely to have acknowl-

edged an issue; it is to have made a

real difference through substantial

efforts.

The Class Dream Bursary Challenge

(p.24) is an effort to make this

unique Lakefield community a reality

for students who would otherwise be

unable to attend the school. The

chance to have my gift doubled with

a matching donation is too good to

miss, despite law school debts. In

closing, I would like to put out a

special challenge to readers of the

Grove News to join me in supporting

the The Class Dream Bursary

Challenge knowing that our dona-

tions will come to life in the experi-

ences of Lakefield students.

Belinda Schubert ’99, a freelance

writer and editor, is currently

attending law school at UBC. She

graduated from Princeton in June

2003 with a degree in English

Literature.

Editorial

piv

pv

Jock Fleming ’74You just have to pick up a newspaper or listen to the

radio on any given day to see that many leaders in

business and government seem to have lost their

sense of values.

And we don't have to look globally for a number of

examples. Our value systems are being challenged

daily in our work environments, in our schools, and

in the communities where we choose to live and raise

our families. As the adherence to the values that

govern our lives diminishes, the world becomes more

complex, making choices between right and wrong

less clear.

The Grove has always had a strong sense of values

and in 1996, the Board of Governors approved

Lakefield's mission statement—to challenge and

enable students to reach their individual potential in

mind, body, and spirit. Our mission is strong and is

supported by a statement of six values (see p.13).

This mission and these values also guide the direction

and the priorities of our Board of Directors. We live

by the same value system as the staff and students,

and work conscientiously to further the school's

mission and adhere to the values through our actions

and decisions.

We accomplished a great deal in 2005. In April, a

visioning document was presented outlining the

rationale and a new structure for the school's

Foundation. The original five-year plan (Securing Our

Future) was completed ahead of schedule which

resulted in the creation of a new five-year plan,

Securing Our Future, Phase II. With Lakefield's

strong emphasis on outdoor experiences, new tennis

courts were constructed in the summer and the very

“grovey” outdoor shinny rink opened in November

(p.27). We maintained a strong financial position over

the past year, while building our endowment and

raising $3.8M through fundraising efforts. The Grove

continues to offer a vibrant learning environment,

with 56% of its 2005 graduates receiving university

scholarships, and yet another Rhodes Scholar with

the recent achievements of Kim Rutherford '01.

To position Lakefield as Canada's finest boarding

school, we will begin to implement Securing Our

Future, Phase II. Our recent Board retreat identified

that “marketing” Lakefield will be important to our

long-term success. It will require a strong investment

in this area. The Board will balance this with its dili-

gent focus on day-to-day priorities including

protecting and building upon Lakefield's core values,

generating additional revenue to meet endowment,

financial assistance, program and capital goals, as

well as optimizing the school's physical plant and

intellectual capital.

This year will be an ambitious one. Achieving our

goals is possible with the continuing support of our

strong management team, our dedicated faculty and

staff, our committed volunteers, and a dutiful respect

for and adherence to our mission and values. We

know that celebrating our mission and values is the

easy part, and that the success lies in living them out.

We hope that these values, coupled with our mission,

will guide us through the challenging days ahead,

ultimately providing our students with the competen-

cies in life to do well and to do good, leading not only

successful, but happy lives.

From The Chair

Opposite: (Top & Bottom Right) “Grove-style” learning alwaysleaves room for fun; (Bottom Left) Jock Fleming ’74

pvi

The article “Buckley's Lake” by Bubs Macrae ’33 in the

latest edition of the Grove News brought back fond

memories of cold winter afternoons of skating or

playing shinny hockey on the crystal clear frozen

expanses of the pond, fortified by hot cocoa (heated

over an open wood fire) and buns. I can still visualize

G. Winder Smith deftly stickhandling through our

motley crew.

Andy Harris ’44 once recalled being bodychecked into

the weeds by some aggressive individual and on

looking up noted that the culprit was Mary Mackenzie

(daughter of Dr. Mackenzie) who many years before

had played on a renowned women's hockey team

which toured the county. It was perhaps an omen of

the eventual introduction of co-education at The

Grove.

I enjoy receiving the Grove News and being kept up-

to-date on all the activities and events at the school.

There are always interesting and insightful articles in

the magazine. One is heartened and impressed by the

recent humanitarian project carried out by the LCS

students in Honduras.

Peter Grant ’54

It is with great sadness that I heard of the passing of

Anne Whitney. The whole Whitney family made a great

impact on those fortunate enough to attend the Junior

School, and not just with “The Red Missile!” Anne was

an angel of mercy, as one of the school nurses (the

other at that time being Jeanne Armstrong), offering

support and sympathy to the afflicted and (I believe)

turning a blind eye to the occasional case of “test-o-

phobia.” As with all the Lakefield staff, the Whitneys’

door was always open, and a ready ear was always

waiting. Sometimes it was waiting just behind the

connecting door to Memorial House’s Dorm One,

ready to put a stop to whatever shenanigans were

brewing!

I was very fortunate to have Dave Whitney ’80 in my

class, where he proved to be a capable leader and

often a voice of reason in a somewhat fractious group.

While he could have been a “Day Boy” and lived at

home, as far as I can recall, he was always a boarder,

taking full advantage of that lifestyle (dorm raids,

playing Bob Seger albums at full volume, etc.).

As for “Big Ben” himself, it would take a book to sum

up his myriad contributions to The Grove in general,

and the Junior School, in particular. Be it putting a

stop to “Fausting” (his term for laziness) or putting the

fear of God, the “Red Missile” and Himself into any

transgressor, he always did it with humour, spirit, and

style.

I wish to extend my deepest condolences to the entire

Whitney clan in this time of loss and sorrow. I would

also like to extend a hearty “Well Done” to [Jamie]

“Whitey” [White] ’79 and everyone else involved in

starting this bursary. Anne Whitney’s quiet but solid

contribution to life at The Grove meant a lot to all she

touched, and should not be forgotten.

Dave Kirby ’80

Editor’s Note: To contribute to The Anne Whitney

Bursary, please contact Theresa Butler-Porter at

tbutlerporter@lakefieldcs.on.ca

Letters

School Highlights 2

The Value of Citizenship 4

Celebrating Our Values 7

ENG 4U 16

The Class “Dream” Bursary Challenge 18

Triumph of Ice: The New Bob Armstrong Rink 20

Eighty Years as a Grovite—Celebrating John “Bubs” Macrae ’33 22

International Service Can Change Your Life 24

LCS Parent Satisfaction Highest of 21 Canadian School Surveyed 25

Honorary Alumni/ae—The Grove Society Celebrates Exemplary Service 27

His Story—More Than Just a Name On A Brass Plaque 28

Keele River Trip 2004, Bill Stewart ’70 30

Stephen Marshall ’87: Cultural Critic 32

Canvassing The Landscape: Artist Paul Chester ’75 34

Class News 36

In Our Memories 40

In this Issue

Editor: Tracey Blodgett; Layout & Design and Copy Editor: Christine Vogel; Contributing Editor: Belinda Schubert ‘99;Editorial Committee: Jeanne Armstrong, Heather Avery, David Hadden, Richard Johnston, Richard Life, SarahMcMahon, Tom Milburn, and Lisa Clarke. Contributing Photographer: Simon Spivey. Please address correspondenceto the Communications and Constituent Relations Office: Lakefield College School, Lakefield, ON, K0L 2H0705.652.3324 tblodgett@lakefieldcs.on.ca

p2

Paul Mason, a well-known member of the

Lakefield College School teaching staff, had his

first book published by Turnstone Press in the

summer. Already a published author of three plays

(The Discipline Committee, Circles of Grace, and

Sister Camille's Kaleidoscopic Cabaret), Battered

Soles represents Paul’s first full length novel.

Battered Soles—A ReviewJames McGowan

“The seeds of my Lakefield adventure were sown

in a Chapters bookstore in Toronto.” Thus begins

Paul Mason's delightful novel about one man's

trek to discover what exactly is causing pilgrims

to make the trip north (on foot) from

Peterborough to St. John's Church in Lakefield.

And, as is the case in so many instances, the

fictional Mr. Mason (our protagonist) finds out

along the way that the real value is derived from

the journey, not from the destination.

Battered Soles opens with Mason incredulous

that he hasn’t heard of these goings-on in the

town where he attended university. Upon

learning more about the mythology behind the

one-day trek to the church, he resolves to take

the pilgrimage himself—with both hilarious and

poignant results. It is the combination of these

two unlikely bedfellows—humour and faith—that

make this novel a worthy and enjoyable read. The

surprise for me—and perhaps it shouldn't have

been a surprise, given the skill of the author—

was the degree to which this narrative found its

energy through the subtle and effective blend of

the two themes. Whether relating a touching

anecdote about the healing power of touch, or

appreciating the rough-hewn, obscenity-

spouting tendencies of his newfound sidekick,

Ernie Gold (“‘He's from Kitchener,’ I said, by way

of an explanation”), our protagonist finds

enlightenment in the most unlikely of places.

Mason's willingness to embrace all of it—and to

take us along with him while he's doing it—

makes this novel a rare and precious find.

Twelfth NightLindsay Joseph, Grade 12

This fall, Lakefield College School's production of

Twelfth Night hit the stage putting a contempo-

rary spin on Shakespeare. Thanks to the hard

work of the cast and crew, the show was a great

success bringing smiles and laughter to all who

saw it. With a cast of mostly first-time

Shakespearian actors at their disposal, Director

Paul Mason and Musical Director Sarah Young

had quite the task ahead of them. However, with

a little hard work and many hours of rehearsal,

the cast was able to bring the comedy to life—but

not without a few hiccups along the way.

Problems started early on when a couple of cast

members made the decision to bow out of the

production due to a previous commitment made

to the Round Square Conference in Australia.

Thankfully, a few brave students stepped up to

the plate to take on double rolls and the show

went on. The cast and crew then encountered

another problem: no music. It was a week and a

half before the show was to open when sheet

music finally arrived. The tunes were learned

quickly and thanks to the dedication of all

involved, opening night couldn't have run more

smoothly.

The cast and crew of Twelfth Night would like to

thank all those who came out to support them

during the four nights of production.

School Highlights

Opposite (L-R Top to Bottom): The Space Mouse, insupport of The James Fund for Neuroblastoma Research,was received with enthusiasm while visiting The Grove inNovember; Congratulations to the Tier 1 Soccer Teamwho qualified for the finals; Fall school play production ofTwelfth Night; Internationally-acclaimed foreign journalistand author Gwynne Dyer lectured at LCS and respondedto student inquiries regarding world affairs; House SpiritDay during orientation week—a Grove tradition; “Makingthe sale,” during a bake sale for the student lead GenerateHope Campaign (see p.11).

p4

From birth we, as members of the

richest society on the planet,

carry a responsibility to the

people of the world. We are a

society that can manage luxury,

accommodate extravagance, and

afford comfort, and with this

comes a responsibility to give.

From those who have much,

much is expected.

What entitles us as citizens of the

richest culture in the world to

have hope for the future? Millions

of people are starving, unedu-

cated and alone. And yet they

smile. They sometimes smile

more than we do in a society

where everything we could

possibly think of is right at our

fingertips. Millions of people

around the world live in poverty,

in struggle, and still many of us

decide to do nothing. By doing

nothing we deny them our

respect. We deny them our atten-

tion. We deny them shelter, food

and the fundamentals of survival.

We deny them hope. We deny

them a future.

What is it that draws a line

between us, the fortunate, and the

less fortunate? Well the answer is

simple—nothing—nothing but

money. As equals, are we all not

entitled to the same opportuni-

ties? Are we all not entitled to

hope?

I find that more and more I am

faced with the disturbing reality

that we as a human race are

starving, uneducated, and

neglected. More and more I am

faced with the disturbing reality

that we are a world that has little

hope for the future. I believe that

due to our blessed fortune, we

[the fortunate] have a responsi-

bility to act, to help the human

race—not only live, but to live in

happiness and in comfort, and it

is with this philosophy that I try

to do everything in my power to

help those in need.

I believe that this is the same

motivation for many other

students at LCS. It is through

attending a school as diverse and

multi-cultural as Lakefield, that

one can see that we are a commu-

nity that is extremely blessed and

fortunate. This school also gives

us the chance to get involved and

The Value of Citizenship

Hilary Bird, Senior in Charge of Charities and Fundraising ..

“I met Hilary Coburn ’05 at the beginning of my Grade 11 year. I would have to say that what she told me was

probably the most influential and inspiring piece of advice that I have encountered in my four years at Lakefield.

Hilary once said, “I don't understand how people can do nothing. I just can't wrap my head around it. We are so

lucky to be healthy, to be happy, to be here [at Lakefield]. We are the luckiest people on the planet, and with what

we have comes great responsibility. We have a duty to give hope to the world.”

p5

help out through the many

community service opportunities

offered and gives us, as students,

the confidence and motivation

needed to stand up and do some-

thing. We as teenagers are a “force

to be reckoned with.” Our deter-

mination, willpower, and compas-

sion can drive us to do miraculous

things. I have seen such things at

Lakefield.

I have been truly amazed to see

just how aware and compassionate

students and members of the

Lakefield community can be. This

year alone, Lakefield raised over

$8000 for charities all around the

world.

Fiona McNestry (Grade 12) and I

have organized the Generate Hope

Campaign, a campaign to set up

and buy a generator for a small

village in Northern Rwanda. Over

$2,000 has already been raised for

this campaign; however, we are

still fundraising to meet our final

goal of $4,000.

Lakefield held a Live Aid Concert to

set up a scholarship for Honduran

children. This event was organized

by Monica Farlow (Grade 10) on

December 10th at Market Hall in

Peterborough.

Michael Wilson and Aaron Wilson

co-organized the year’s first Coffee

House to benefit the victims of

Hurricane Katrina. Through this

event, and a Clean Casuals Day,

Lakefield raised over $1,000.

D’Arcy McDonell has organized

the Hockey for Heroes Tournament

in support of The James Fund for

Neuroblastoma Research. Nearly

100 Lakefield students are involved

in this endeavour and I have no

doubt that the outcome of such an

event will be monumental.

A famous Chinese Proverb says,

“Where there is hope, there is

faith, and where there is faith

miracles happen.” I have seen

miracles at Lakefield. To the

students and staff of LCS, thank

you for being so inspiring and for

living up to your responsibility.

Hilary Bird introduces Shadow of Yesterday, one of the many bands that played at the Live Aid Concert for Honduras in Peterborough

p7

David Hadden, Head of SchoolExcerpts from Opening Staff

Chapel and a collection of stories

from Grove community members

In this past summer’s edition of

Dialogue magazine, I was struck

by a colleague’s assessment of the

magnitude of the challenge facing

educators today. He observed:

“Those of us engaged in the art of

teaching live in a perilous time ...

[a time] that may present more

change, more challenge, more

uncertainty, and ironically, more

opportunity, more information,

and more knowledge than at any

other time in our existence ...

“Consider the world students face.

They are seduced by unlimited

possibilities, yet confounded

by contradictions and hypocrisies

of those in whom they place their

trust. Threads that for genera-

tions have been woven together to

create the fabric of society

continue to unravel each day.

Family, religion, communities,

and institutions no longer provide

either the certainty or the conti-

nuity to teach such fundamental

dichotomies as right and wrong,

good and evil, or the nature of

success and failure ...

“Almost by default, it has fallen

upon schools and teachers to pick

up the fraying strands and weave

this mess back together.”1

Never before have the expecta-

tions of our parents, the needs of

our students, and the time and

resources required to meet them

been greater—or more complex.

To meet these challenges, we

must be very clear about the roles

we must play, the purpose we

serve, and the values and beliefs

that guide us.

Former U.S. Chaplain Peter

Marshall's observation, “Give to

us a clear vision that we may

know where to stand and what to

stand for ... because unless we

stand for something, we shall fall

for anything” lends credence to

this year's school-wide goal, “To

communicate, model, and cele-

brate the mission and values of

our school.”

Celebrating Our Values

Lakefield's current missionstatement—to challenge and

enable students to reach their indi-

vidual potential in mind, body,

and spirit—was approved by the

Board of Governors in February

1996. It was borne out of an

inclusive—and exhaustive—

year-long process that sought

input from students, staff, board

members, trustees, parents, and

alumni/ae.

Every one of its 15 words was

scrutinized to ensure that the

mission reflected accurately the

traditions and history of the

school and served its future in a

progressive and timeless manner.

Our mission is supported by a

statement of six core values:

Education of the Whole Person,

Trust, Learning, Healthy Caring

Community, Individuality, and

Citizenship.

Opposite: LCS students are the primaryfocus of Lakefield’s mission.

p8

The essence of every good inde-

pendent school comes directly

from its mission and those core

values that are deeply rooted in its

stakeholders. Believe me, there

exists an enormous difference in

the level of motivation between a

community directed by a

sincere commitment to values and

one merely following a dutiful

adherence to codes and proce-

dures. Lakefield is no different.

Our values direct and reflect the

essence of what is distinctly

Lakefield. They direct the unique

way we help to shape the perspec-

tives, attitudes, and approaches

that will serve our students over

the course of their lifetimes.

At Lakefield, we “challenge” our

students by making them partici-

pate and encouraging them to

strive for excellence in a broad

range of endeavours.

We “enable” them by building a

strong sense of community around

them and around a common

vision. Lakefield is more a shared

idea than a shared place. It is the

feeling that generates strong

bonds that come from its core

values, to be a trusting, caring,

open, giving, and inclusive

community.

To help our students reach their

individual potential, we recog-

nize that our approaches to their

learning must be varied and highly

personalized. We are acutely

aware that our students possess

very different learning styles,

interests, and abilities.

We have always taken considerable

pride in our ability to treat

students uniquely rather than

equally, with the understanding

that the more we personalize our

work with them, the more varied

approaches we apply, the more

effective we will be.

Personalization absolutely implies

options for students, different

ways and settings for different

individuals.

We are thoroughly committed to

providing a holistic education for

our students, educating them in

mind, body, and spirit.

We highly value academics, but we

also value highly the important

learning that comes from a young

person's involvement beyond

the classroom: physically, artisti-

cally, interpersonally, intraperson-

ally, and spiritually.

We believe that self-assuredness

and independence are best

fostered by exposing young people

to a breadth of opportunities and

by encouraging them to employ

the full range of their abilities.

I remember studying Grade 13 history with

Bryan Jones. I was doing some outside reading

and found what appeared to be an error in our

textbook. I asked Mr. Jones about this and he

suggested that I write to the author and ask him

about it. The author admitted that he was in

error. Although it had been Bryan Jones's idea

that I write, he showed my letter to Headmaster

Windy Smith and indeed the entire faculty. He

made it sound like this had all been my idea. I

learned from him that building self-confidence

in another person means giving them the

chance to try and not taking the credit when

they succeed.

Jack Matthews was another remarkable man.

Lakefield had cadets at my time and we spent

most of the year preparing for the annual cadet

inspection. I found cadets challenging espe-

cially as I was lame as a result of childhood

meningitis. Jack Matthews told me that I

wouldn't be marching in the cadet inspection.

If I missed my step I could throw off the entire

squad. At the last moment he changed his

mind and I participated.

Later he told my father that he didn't have the

heart to take me out of the parade. Jack

Matthews showed faith and trust in me and

demonstrated that the needs of students always

should come ahead of the needs of a teacher.

This "kids come first" philosophy remained part

of my 27-year teaching career.

HARRY HOBBS '64

p9

Ralph Waldo Emmerson high-

lighted the value of trust when he

said:

“The glory of friendship is not the

outstretched hand, nor the kindly

smile, nor the joy of companion-

ship. It is the splendid inspiration

that comes to one when he

discovers that someone else

believes in him and is willing to

trust him.”

Trust is our most important

value. We have come to learn that

its tone is a precious and fragile

commodity—the most difficult to

establish and sustain and the

easiest to destroy. At Lakefield,

trust colours everything. It

provides the essential bridge

between adults and students,

creating a healthy relationship of

mutual respect between them.

We nurture trust by actively

seeking out and reacting to our

students’ suggestions and opin-

ions, by being open, honest, and

authentic with them, by believing

and having faith in them, by

investing in them in a personal

way that invites them into our

lives in some meaningful

relationship.

We demonstrate a genuine interest

in their lives. We are uplifted by

their accomplishments; we feel

disappointment for their losses

edge” then we must employ

methodologies to enable our

students to pursue their own

“personal knowledge,” a term

coined by Karl Polanyi. Knowledge

is not the same for everyone; it is

not static, it must be discovered.

Its discovery is dependent

upon each individual's perspec-

tive. As much as possible, we must

provide student opportunities to

pursue methods of inquiry to

construct their own personal

knowledge.

and failures. We become

emotionally connected to them.

One educator defined the nature

of the depth of this type of

commitment when he observed:

“The courage to teach is the

courage to keep one's heart open

in those very moments when the

heart is asked to hold more than it

is able, so that teacher and

student and subject can be woven

into the fabric of community that

learning and living require.”

Lakefield's descriptor for learning,

“A disciplined study of the

evolving state of human knowl-

edge and the methods of inquiry

to establish this knowledge,” has

sparked lively debate about the

relative importance of content

and skill development.

One thing for sure, the exponen-

tial growth of knowledge

continues to be increasingly

frightening. Those of us who

enjoy facing its complexity and

uncertainty openly with our

students model the type of

learning they will need for the

world in which they will live and

work. We are happy to relinquish

control to them, intensely inter-

ested in developing their critical—

and creative—thinking skills

toward grappling with the esca-

lating complexities that face all

of us.

If as Alfred Whitehead said,

“Education is the acquisition of

the art of the utilization of knowl-

I was in awe upon my arrival at The Grove. I

was nine years old and starting Grade 5. The

Grade 13s were so much bigger and larger

than life. Some day, I told myself, I'll be in a

navy blue blazer too.

I was definitely marked by one individual

when I was there. I continue to be inspired by

that same mentor, Julian Lannaman ’75, to

this day, since I've had the opportunity to

work with him for the last 15 years and he

keeps on helping me to mature every day. I'm

hoping the friendships I made at The Grove

will last forever. The morals, etiquette, and

respect for others which I acquired are being

passed on to my own children and hopefully

beyond. I was given an opportunity to be an

achiever in life, whatever my endeavours, and

I am forever grateful for the inspiration to

excel that Lakefield gave to me.

MARC-LASZLO PORTER '83

p10

supposed to be happy all the time,

that hardship or struggle

shouldn't happen, that constant

pleasure should be the norm.

“Wise parents would complete the

sentence this way: ‘I want my

child to be ... good (meaning

virtuous).’ As it turns out, longi-

tudinal research out of Haverford

College demonstrates that preoc-

cupation with success or with

happiness seldom, if ever, leads to

either. Rather, independent

school graduates who are

successful and happy later in

college, and in life, more often are

those who have been involved

(extracurricular is the best

predictor) and have been ‘good’ in

the sense of virtuous. Quite ironi-

cally, it is goodness that leads to

success and happiness, not the

pursuit of success or happiness

itself.”

It is our remaining values—

Healthy Caring Community,

Individuality, and Citizenship—

coupled with our mission that

most encourage our students to

do good, in addition to doing well,

during the course of their life-

times.

As a healthy caring community,

we strive to create a community in

We hope the values—Education of

the Whole Person, Trust, and

Learning—coupled with our

mission, will give our students the

competencies in life to do well

and to lead happy and successful

lives.

But as NAIS President Patrick

Bassett observed at a conference

recently, the conditions, “happy

and successful,” on their own

merit can be misleading. He

referred to a study completed by

sociologist Anthony Campolo.

Campolo asked Japanese and

American mothers to complete

the following sentence: “I just

want my child to be ... ”

Bassett recounted the results:

“In Japan, mothers always say, ‘I

want my child to be ... successful.’

Sadly, the children of Japan have

paid a very high price for the

culture's driven obsession with a

narrow definition of success,

where kids go to school after

school and on Saturdays, and have

little time to play or to experience

a wider world than obsessive

studying. In the U.S., mothers

invariably complete the sentence

by saying, ‘I want my child to be ...

happy.’ Equally sad is the conse-

quence for American kids who

grow up thinking that they are

A few months ago, late on a Friday afternoon

(it was after 5:00 p.m.), I came across a student

standing outside the Business Office—which

had closed for the day—who was a little upset.

Her parents had given her permission to get a

cash advance in order for her to go to the

movies that night with her friends. She had no

funds left in her personal bank account and

thus had no money for the weekend.

After she explained the situation to me and

started to leave, I asked her if lending her $20

would help. It was all I had on me. Her face

lit up and off she rushed to join her friends.

Hers was a fairly new face to me, so I wasn't

sure of the student's name and I knew from our

brief conversation, she didn't know who I was,

so I wondered a bit when I would see my funds

returned.

No sooner had I entered my office the

following Monday morning, when this student

came to see me. She returned my $20—along

with her sincere gratitude. She also shared her

“weekend” with me and how the girls liked the

movie, etc. She ended the visit with another

"thanks so much for helping me and trusting

me," and the comment that, "where else can

you go to school where you are surrounded by

surrogate moms and dads who really care

about you?"

This reinforced my belief that we are all here to

serve our students, and when we give them our

trust and they return it, we feel blessed.

BARB RUTHERFORD,

ASSISTANT DIRECTOR OF ADMISSIONS

p11

Below: Lakefield College School strives to graduate “good citizens”

p12

which every member feels a sense

of dignity. The word dignitycomes from a Latin root that

means worth. One's sense of

worth, both individually and as a

community, comes from knowing

that you are appreciated and

respected. By-products of these

values are compassion and respon-

sibility.

We strive to create a community

that fosters the type of individu-

ality that permits its members to

be themselves, in an unpreten-

tious, down-to-earth, open and

honest way.

Whatever Lakefield's community-

wide expectations about things like

dress, conduct, and deportment

may be, may we always find ample

room for the Lolly Krugers (’05) of

our world to be themselves and to

express their individuality.

I received a letter from Lolly this

summer, expressing her apprecia-

tion for the impact Lakefield has

had on her growth and develop-

ment. She wrote:

“I am writing you because I didn't

feel I could say these things in my

chapel speech without losing my

‘negative,’ perhaps James Dean-

like reputation. I hope that my

‘slightly more flamboyant person-

ality’ didn't shock Lakefield too

much. LCS helped me come out of

what little shell I had.

“It doesn't really matter how my

‘Lakefield career’ started, or how

it's ending. What matters to me is

what’s happened and affected me

in the parts in between. I think

from just a general point of view

that kids who go here are a hell of a

lot more likely to end up with more

love in their lives (be it from

I want to be Laura Ratcliffe '05 when I grow up.

I started teaching Laura in her Grade 9 year, which was also my first year at LCS and as

a teacher. Overwhelmed by the newness of it all, I was pleasantly surprised by the

enthusiasm, respect, and work ethic of some of my young students. Laura stood out

among her peers as she was willing to try anything new and always had such a positive

outlook. She truly lived and breathed LCS’ core values. As the years passed, I was lucky

enough to continue to work with Laura and watched her grow and change, but stay true

to who she was and what she believed in.

One day after finishing about 83rd out of 85 ski racers, Laura exclaimed with the utmost

sincerity, "Alright, I'm 83rd!" To Laura it was not the winning, it was the experience. By

the end of her skiing career at LCS, Laura finished as one of the top racers in the league

and helped her team win the championship.

In her final year, Laura worked diligently with me on LEAF (Lakefield Environmental

Action Force). We laughed, we cried, but above all we started a movement here at The

Grove that is still in motion.

Over the four years that I was able to work with Laura and other students like her, I have

learned so much about life, community, drive, and determination, and above all, myself.

LCS enables students and staff to further their interests, to take action for what they

believe in, and to realize that no matter where you are, there is always room to grow.

TIA SALEY, FACULTY

(L-R) Seniors, Laura “Lolly” Kruger ’05 and Katie Uhlmann ’05, exercising their individuality ofexpression in a skit during Assembly facilitated by the Leadership Class at The Grove—Fall 2004.

p13

friends, teachers, significant

others, etc.), more healthy (both

body and mind ... oh God, stop

me) and smarter or more aware of

their surroundings. When I look

at how my Peterborough friends

have all turned out, I have to say,

‘thank you parents for forcing me

to go to a place with a promo-

tional video that sounded like it

came from a Christian Family

Fund commercial.’ I can truly say

I am so happy that, in possibly the

most susceptible and exposed

part of my life, I was protected by

people, friends, teachers, staff

members, and the buildings of

Lakefield College School.

“I realize this sounds like the

beginning of ‘Cheers,’ but I meant

every word I said here. I can't

imagine my adolescence being

spent anywhere but Lakefield and

when I try to explain this to

anyone who doesn't go here, they

can't possibly understand. I have

a lot to thank LCS for and I know I

would definitely not be nearly as

proud of the person that I am

today had it not been for

Lakefield.”

On the subject of citizenship,

we continue to provide ever-

increasing opportunities for our

students to exert leadership and

become “contributing members of

our local and global community.”

Last year, remarkably, 46 students

participated in international

community service projects.

Beyond this commitment, locally,

our students invested over 11,000

hours in community service

endeavours.

Always, it is uplifting to learn

about the impact of these experi-

ences on our students. Our goal is

to help our students understand

“with privilege comes responsi-

bility.” Our responsibility is to

help raise a good person, not just

a knowledgeable one.

During the spring term, Paula

Mirk, the vice president of the

Institute for Global Ethics, spent

several days here interviewing

staff and students conducting a

study to determine commonalities

amongst ethically-driven schools.

She shared her observations with

me about the characteristics of

such schools and about what truly

distinguishes Lakefield. I was so

affirmed by the way her observa-

tions reflected the mission and

values of our school. On

authentic school input she

observed:

“So many schools’ administrations

‘seek buy in.’ They don't actually

really want to respond to student

input. Structurally, students may

be given jobs but the real deci-

sion-making occurs with the

adults. Schools that are driven by

ethical decision-making take risks

with their young people.

Lakefield gives up significant

control to its students.”

On the subject of professional

development, she was highly

impressed by the way Lakefield

provided “on-the-ground profes-

sional development in a manner

that produces a culture of

honesty, that allows professional

development to occur on the firm

ground of sharing. Structural

routines and webs of support that

are more important than in-

service days. A professional

development culture that draws

from each other as much or more

than from outsiders. An enor-

mous openness to sharing and the

very positive synergy that comes

from it.”

About discipline, she observed,

“Discipline is always about

learning, never about punish-

ment. At LCS, there is no sense of

‘lawyer-like accountability.’ There

is always the sense that you are

going to get inside each individual

and take in the music to discover

the ‘why.’ Discipline is never

politically motivated.”

On community, she commended

the fact that, “At Lakefield, innova-

tions are deliberate to help build

community. You work hard at

teacher collaboration and

building relationships. You work

really hard at inclusivity.”

She was impressed about the type

of learning at Lakefield when she

observed that, “Doubt is not a

four letter word. Really good

teachers are keen to learn with the

kids. At Lakefield, there is no

scariness to complexity or

The Grove of the 1940s was a very different place than it is today. We were about 110

students in total, ranging from six years of age through to fifth form (Grade 13), and we

were all boys. The woods surrounding the school were spotted with huts built by the

boys, and equipped with wood burning stoves—for warmth in the winter and cooking

on a Wednesday or Saturday afternoon. Privacy was at a premium in the school.

Younger boys slept in large open dormitories with a locker beside each bed. Evening

study was in a single large classroom adjacent to the Chapel under the supervision of a

master. Given our numbers and the range of ages, we were at a disadvantage in sports

relative to the larger independent schools; But there was a strong emphasis on outdoor

activity. It was not unknown for the Headmaster to announce at breakfast, “Boys, there

has been a good snowfall overnight, so classes are cancelled, and the buses will be here

at 9:30 for those who want to go skiing at Bethany.” The days were framed by Morning

and Evening Prayer in the Chapel using the Anglican Book of Common Prayer, and

most often with the Headmaster presiding.

Into that world I arrived as a six-year-old boy, like many of the boys coming from very

difficult circumstances at home. My mother was dying of cancer, and my father's job

kept him away from home for two or three months at a time. Initially I was desperately

homesick—something impossible to hide in open dormitories. In time, I found compan-

ionship and comfort in my new found family at The Grove. Nothing seemed to focus

that more than those times in the Chapel at the beginning and end of each day.

Over the Chapel altar is a very famous stained glass window. It is a copy of two iden-

tical originals by Holman Hunt—one in Keble College, Oxford; the other in St. Paul's

Cathedral, London. It is known as the “Lux Mundi” (Light of the World—pictured right).

I could not have known any of this at the time. Jesus is depicted with a crown of thorns

on his head, with a lantern in his hand. He is knocking at a door. There is no handle

on the outside of the door, and the door is overgrown with vines, indicating that it has

not been opened in a long time, and it can only be opened from the inside. So taken

was I with the window that at other times I would visit the Chapel alone simply to look

at the window. Sometimes I would imagine myself to be on the outside of that door

with Jesus, and at other times on the inside wanting to open it and invite him in. But in

either mode, the window helped me realize that I was not alone, and it brought comfort

and strength for difficult days.

With all the change that has come about at The Grove, I am pleased to see that the Light

of the World still presides over every assembly of LCS students in the beautifully

expanded Chapel. May it serve to bring light and hope in the darker moments of

life for those who look on it with the eyes of the heart.

THE MOST REV'D ANDREW S. HUTCHISON ’50

PRIMATE OF THE ANGLICAN CHURCH OF CANADA

p15

openness. Teachers and staff ‘learn’

together. There is real sharing here.

Lakefield's teachers ‘lean into

complexity.’"

And finally, about modeling, she

concluded, “The staff displays

concrete, small, but significant

examples of ‘walking the talk.. We

are talking about a ‘true deliberate

practice by the adults in a commu-

nity.’ At Lakefield, teachers are

acutely aware that their behaviours

are important.”

Communicating and celebrating the

mission and values of our school is

the comparatively easy part—we just

did that. Modeling them—day in

and day out—is the hard part. Young

people learn the positive values of

community by experiencing them in

their relationship with others and by

observing them in those with whom

they associate. For a large part of the

year, they spend the majority of their

time in our company. This places a

tremendous responsibility on us. For

it is largely by the way that we treat

each other as adults, by the way that

we respond to our students, and by

the way that we allow them to treat

each other, in our presence, that we

provide the type of atmosphere that

reflects our core values. If our

students learn from such an atmos-

phere, there is no reason to worry

about where they will go to univer-

sity or what they will do with their

lives. They will feel happy and

successful about the good they are

doing and we will have the satisfac-

tion of knowing that we have made a

significant difference in their lives.

Notes:1. Peter Sturrep, Dialogue Magazine,Summer 2005

p16

Tom MilburnImagine being asked to delve

deeply into your own personal

identity to consider your most

cherished beliefs and values ... the

ideas that shape the core of who

you are. If someone asked you

which people had the most influ-

ence on you, what would you say?

And if you were asked to discuss

at length a personal journey that

forever made an impression on

you, which one would you iden-

tify?

These are the sorts of “big ques-

tions” tackled by the one required

Grade 12 course at Lakefield

College School: Grade 12 English.

The course is a case study in how

a traditional and content-driven

course can nonetheless reflect the

core mission of Lakefield.

It was the drive of beloved former

English teacher, Dr. Rosalind

Barker, that established the senior

English course as having an

overall theme that united the

texts—“the search for meaning” in

life. This thematic concern gave

an overarching connection to

texts as diverse as James Joyce's

Dubliners and Shakespeare's

Hamlet. In more recent years, the

theme of the course has become

“Who am I?” inspired not by the

classic Who rock song, but by Jean

Valjean's soliloquizing lament in

Les Misérables.

“As students reflect on and

discuss the characters they study,

I believe they are able to learn

more about themselves,” says

teacher Sarah Young. “Through

agreement, disagreement,

honesty, and open-mindedness,

students are able to form strong

opinions about what is important

to them. To me, this is the most

valuable aspect of the course.”

The year's first reading is Into the

Wild, by Jon Krakauer (also the

author of the even better-known

Into Thin Air), which tells the true

story of a young man named Chris

McCandless, who finished univer-

sity and “dropped out” of life,

travelling nomadically across

North America, before finally

dying tragically in the Alaska

interior.

Many students make an imme-

diate connection with Krakauer's

account of McCandless’ quest for

individuality. “I found myself able

to relate to the drive and passion

that acted as the backbone of

Chris’ interesting life,” says

current student Anthony Heller.

“Without passion in life, one

cannot fully succeed in the

pursuit of individual happiness.”

The course concept gave rise to

an Independent Study Unit (ISU)

that asks students to look within

themselves to understand their

beliefs, values, and passions.

“The ISU rose out of a desire to

create a project that would enable

students to meet the curriculum

requirements while also fulfilling

a need to better understand

themselves and where they stand

personally and academically at

the end of their high school

career,” says teacher Kerrie

Hansler, who created the project.

WENG 4U

O

H

... “completing this assignment ‘forced me to

thoroughly consider my personal beliefs. I had to

reflect on the everyday values by which I live my

life. It was a very unique assignment!’”

p17

The ISU asks students to

complete a creative portfolio

where, through words and

creative images, they explore what

they understand are their core

beliefs and values, and how these

were shaped. Students start with

an activity called “This I Believe,”

developed by teacher Jim

McGowan and based on a 1950s

radio program where well-known

guests discussed their beliefs. The

program's archives are preserved

on-line.

“The real value in our discussion

of ‘This I Believe’ is, of course, our

students having the chance to

read about how other people are

able to voice their opinions about

their core beliefs in a manner that

promotes both individuality and

inclusion,” says McGowan.

Anthony Heller says completing

this assignment “forced me to

thoroughly consider my personal

beliefs. I had to reflect on the

everyday values by which I live my

life. It was a very unique

assignment!”

As the year continues, students

also write about important

personal influences and experi-

ences they've had that have

helped to shape them. This focus

on the development of the whole

person is an important part of

Lakefield's core values. Very often,

experiences from Outdoor

Education or Round Square

service projects figure promi-

nently in these accounts.

Students are asked not just to

write about their beliefs and expe-

riences, but to find a way to illus-

trate them creatively. This require-

ment has inspired a huge range of

presentation formats, including

scrapbooks, drawings, photo-

graphs, web sites, dioramas,

models, collages, journals and,

from one student last year, a

series of sculpted masks.

“It's nearly impossible to share

everything about myself and like

most people, there are some

things you don’t want to share,”

says Arielle Dalle ’05. “In my

opinion, this is a comparison to

life behind a mask. Therefore, the

theme of my ISU last year was

based on masks and whether life

is about putting a mask on or

taking one off.”

Joanna Dafoe ’04 realized how

important certain people were

when working on her ISU. “I was

able to reflect on the important

role of family and friends in influ-

encing my daily attitude and long-

term life goals. The ISU really

encouraged my self-discovery and

realization.”

The ISU becomes one assignment

students always pick up from the

teacher! The completion of this

task results in something students

treasure for the years to come,

providing as it does a record of

who they are at the end of their

high school career.

“I learned a lot about myself

throughout the ISU,” recalls

Arielle Dalle. “I learned that, for

the most part, my life has been

about taking off my mask.

Overall, the ISU project was one

of the most enjoyable assign-

ments I've completed because it

was one that asked me to look

deeper into myself, who I've

become, and who I still aspire to

be.”

All this and Shakespeare too!

That's life in the Grade 12 English

course at LCS.

This article is part of a periodic series oninnovative course offerings at LCS

AM

I“I learned a lot about myself throughout the ISU, ...

I learned that, for the most part, my life has been

about taking off my mask.”

p18

Calling all Alumni/ae To Take the Challenge … The Class

“Stand often in the company of

dreamers: they tickle your common

sense and believe you can achieve

things which are impossible.”

M. RADMACHER

Imagine being able to make

dreams come true. By partici-

pating in the first ever Class

Dream Bursary Challenge you will

be able to do just that. You can

make the dream of a Lakefield

education a reality for a young

person by supporting this ground-

breaking initiative.

What exactly is the Class Dream

Bursary Challenge?

It all started when a group of

committed individuals at Lakefield

College School—recognizing the

importance of investing in

deserving students whose dream it

is to attend The Grove—issued a

bold challenge to alumni/ae:

“With any gift made to expendable

financial assistance by an alum, a

matched gift—equalling the same

amount—will be dedicated within

an endowment fund to scholar-

ships and bursaries.*”

This means that, while the chal-

lenge continues ( January 1, 2006

until December 31, 2006), your gift

immediately helps to fulfill the

dreams of students by providing

bursaries and scholarships. At the

same time, its matching endow-

ment gift will be dedicated on

behalf of your graduating class to

continue to generate funds in

perpetuity. This ensures that

resources are available to maintain

financial assistance for our

students well into the future.

With every gift you make, your

class’s bursary will be credited for

“Dream” Bursary Challenge

the gift as well as its matched gift.

Go online to compare class partic-

ipation rates. Gifts of all sizes are

welcome during the challenge;

there is no minimum required to

participate.

I understand that any gift I give

today will be used immediately to

support a deserving student, but

what exactly is an endowment?

An endowment is a special fund

whose principal earns interest

income. Only the interest income

is spent by the school for financial

assistance. The principal is never

spent. Our investment policy

provides for continued growth

and expenditure.

This sounds great! I always

wanted to help out but didn't

think my gift would make a

difference. I'm convinced. What

do I have to do now ?

Visit www.lakefieldcs.on.ca and

choose Discover/Support LCS to

make a secure gift on-line or mail

your gift to:

Lakefield College School,

4391 County Road #29,

Lakefield ON K0L 2H0

Take the Challenge. Help make

dreams come true.

For more information on how

your gift for financial assistance

can make an immediate differ-

ence, contact Theresa Butler-

Porter at 705.652.3324 (ext. 329)

or tbutlerporter@lakefieldcs.on.ca

“As you enter positions of trust and

power, dream a little before you

think.” TONI MORRISON

* Gifts will be matched to a

maximum of $50,000 per class.

“My dream is to travel across the globe, there are

so many places in the world worth visiting and

there's no time to lose. I want to experience

foreign culture and activities while challenging

myself along the way.”

DREAM #342: GRADE 10 STUDENT

p19

“The rink is about more than our competitive hockey teams. It's a place where kids

can get out and play hockey or just skate; Canadian kids and kids from around the

world who wouldn't get this type of opportunity elsewhere. They're outside on the

ice, learning how to skate and play hockey, having fun with their friends—it's a

truly Canadian experience.” IAN ARMSTRONG, DIRECTOR OF ATHLETICS

Triumph of Ice: The New Bob Armstrong Memorial Rink

p21

Ice defines winter in Canada. It is a sensory experience

anticipated by skating enthusiasts each autumn. Hockey

players crave it—sharpening skates and taping sticks—

waiting for the first ice of the season.

The history of ice skating and hockey games extends

over a century at The Grove. Outdoor rinks behind Grove

House entertained generations of students playing

shinny and practising technique. Boys trudged with

shovel in hand to Lake Katchewanooka and Buckley's

Lake to hold spontaneous hockey games using winter

boots for goal posts.

This year, Lakefield College School proudly opened its

first permanent outdoor ice rink. The full-sized artificial

ice surface is equipped with modern refrigeration tech-

nology making it usable from late fall to early spring

each year. It is illuminated by twelve flood lights for

evening skating and even boasts its own Zamboni.

Students use the rink for hockey, recreational skating,

figure skating, and broomball. During the off-season,

the rink will be used for ball hockey, skateboarding, and

rollerblading.

The vision of an outdoor rink was conceived by LCS

alumnus John Hepburn ’68 who has enjoyed a life-long

love of hockey fostered, in large part, by former LCS

coach and mentor, the late Bob Armstrong. “When I was

at Lakefield from 1963 to 1968, the outdoor rinks were so

much a part of the school. Bob Armstrong arrived my

first year and I joined the Third Hockey Team. We prac-

tised on these outdoor rinks.” Throughout his years at

The Grove, John lived and breathed hockey with his

classmates. In 1964, John moved to the prestigious First

Team with Coach Armstrong. There were seven hockey

teams at the school, but above all, the First Team flour-

ished. Bob Armstrong wrote in The Chronicle 1967-1968,

“The First Team had one of its most successful seasons

in the school's history this year with a 15-1 record. The

only loss recorded was against R.M.C. but was avenged

on the return game at Lakefield.” John and fellow player

Rod Hendren ’68 shared the M.V.P. award. “Both played

unselfish hockey, scored key goals and killed penalties

exceptionally well.”

It was the lessons that Bob Armstrong taught about

teamwork and values that John took forward to

Princeton University and Harvard Business School

where he studied, and later to Wall Street. He says,

“Teamwork became very important when we were

building Morgan Stanley’s business in Europe. We

started with 28 people, growing to 7,000 in Europe

today and 70,000 worldwide. Bob’s lessons provided a

blueprint on how to work together as a team.”

With the leadership of John, and the support of fellow

hockey enthusiasts in the Grove community, the vision

of the new rink came to life over the summer and fall of

2005. The students celebrated the rink's first hockey

game on the 17th of November, which, coincidentally,

was the night of the first snowfall of the season. It was a

magical night. The Grove community gathered around

the boards to enjoy fireworks, the singing of the national

anthem, and the opening game of the “Hockey for

Heroes 2005” tournament, a charity event organized by

over 40 students to raise money for The James Fund for

Neuroblastoma Research at the Hospital for Sick

Children. It was fitting that this magnificent gift to the

school inspired an immediate spirit of philanthropy

within the students.

For a generation of alumni/ae at The Grove, memories of

hockey are inextricably tied to memories of teacher and

coach Bob Armstrong. Friend and fellow teacher, the late

Andy Harris ’44, wrote upon Bob's retirement, “Bob was

an outstanding athlete over the years and besides being

an N.H.L. defenseman for the Boston Bruins he was also

an inter-country baseball player, a high school track star,

and an exceptional amateur golfer. … Statistics can be

expressive but they alone can never reveal what a

wonderful motivator and friend Bob was to the boys he

coached and taught.”

“Bob's Boys,” as his hockey players are affectionately

called, were forever transformed by the coach's keen

interest in their personal successes. “Bob represented

everything we believed in at The Grove,” remembers

John. “The team was more important than any indi-

vidual. It was always more successful than the sum of

its parts. He was the centre of our lives—a second father

to all of us.”

In recognition of his incredible influence on school life,

the new rink will be dedicated in memory of Bob

Armstrong during Winter Carnival on Saturday, February

11, 2006. John hopes the rink will be a place where

“students have a chance to have the same memories as

we have. Anyone can suit up, climb over the boards, and

play hockey … it's about freedom with friends and expe-

riencing Lakefield.”

Opposite: (Top) New Bob Armstrong Rink (Below L-R) The “LatinLine of 1966,” John Hepburn, Rod Hendren, and Murray Hunter;Grove shinny rink circa 2007

Eighty Yearp22

“I know you will be happy there, and it will be good

for you.” A father's parting words to a nervous 10-year

old boy at Toronto's Union Station. It was 1926 and

the long day's journey to Lakefield, Ontario by rail

would mark just the first of many memorable returns

to The Grove made by John “Bubs” Macrae.

Eighty years later, Lakefield College School celebrates

its friendship with Bubs in this milestone year. An

alumnus, a parent, a grandparent, a Senior Master, a

board member, and a Trustee, Bubs’ affiliation with

the school has afforded him a unique and indispen-

sable history of stories and memories that transcend

time.

Today, heavy heels of students thunder through the

Grove House residence preparing for a full day of

study and activity. The clamour echoes generations of

enthusiastic youth preparing for morning at The

Grove. Bubs wrote in his manuscript Random

Reminiscences of an Elder Old Boy, “I remember being

startled into life in the morning by the penetrating

clang of a sizeable hand bell carried by the master-

on-duty. … Apparently years of trial and error had

established just how much time a young boy needed

to get dressed in the morning.”

Before graduating in 1933, Bubs had lived through a

campus plumbing revolution, owned his own “hut” in

the woods, and paraded to Buckley's Lake for hockey

season. “Friendships were utterly complete,” remem-

bers Bubs of his time as a student. “It got so that we

were at a loss when we went home for the holidays

and saw our elementary school friends. We were

‘Grovites.’”

Upon leaving Lakefield, Bubs joined the teaching staff

at St. Andrew's College and acquired a B.A. from

Queen's University. He served in the Canadian Navy

from 1942 to 1946 before joining Canadian Charts and

Supplies Ltd. in his hometown of Oakville, Ontario.

After the sale of the company in 1968, he had a

“hankering to get back to education in some

capacity.” He had maintained ties with his alma mater

in Lakefield over the years as a parent of two gradu-

ates, president of the Old Boy's Association, and an

ex-officio member of the Board. He therefore sought

advice from Headmaster Jack Matthews about

exploring his “first love” of teaching. Bubs promptly

received the response: “You're not making any big

decisions in the next three days are you?”

The next afternoon Bubs and his wife Gilly came up

to meet with Mr. Matthews. Bubs said to himself, “I

hadn't been in the classroom for 19 years, what use

would I be?” But with two older faculty members

mumbling about retirement, the school needed

mature instructors to create a balance with younger

staff. “So I came up here and boy-oh-boy did I hustle

for four years,” says Bubs. “I commuted to Trent

University and was busy learning content. I was

getting to know the job all over again.”

For 15 years, Bubs “loved” teaching modern world

history to a new generation of “Grovites.” After his

retirement at 67 years old, he was invited onto the

Board of Governors. It was then that Bubs contributed

to a decision that would forever change the shape of

Lakefield College School's history: co-education. “I

was strongly in favour of co-education when I came

back here to The Grove as a teacher,” explains Bubs.

“The same single-sex situation I had experienced

during the war played out here: the wrestling and the

hooligan games. I thought to myself—this place needs

some civilizing.”

Celebrating John "Bubs" Macrae '33

s a Grovitep23

Twelve years later, Bubs celebrated the graduation of

his granddaughter Kristin (Macrae ’01) at The Grove,

a significant occasion for a family who had enjoyed

three generations of adventure on the shore of Lake

Katchewanooka. A Trustee for the past 10 years, Bubs

still maintains a strong affiliation with the school.

“The things I see at the school are the best yet,” says

Bubs. “We do more than teach kids here. We have a

net gain in quality of life.”

Gilly and John “Bubs” Macrae ’33

p24

International Service can change your life

Impressions From The Round Square Service Project (RSIS) India 2005

Liza, Kelly, Torie and I (Bianca Bell) along with 25 other students, learned a way of life that is drastically different

than ours ... We learned the greatest gift is a handshake, and the easiest gift is a smile ... We learned that no job

can be done without teamwork, whether it be filling a hole with mud or building back a tsunami devastated

community. We recognized that we all have disabilities and that we should focus on our strengths, not our weak-

nesses ... These work projects aren’t about getting enough community service hours to graduate, or getting a

great reference for your college application ... These trips are about leaving your safe happy Lakefield bubble and

gaining a greater respect for the rest of the world. On these trips you will receive in a sense more than you give ...

Top of page: (L-R) Bianca Bell, Kelly Gallacher, Liza Shelley, and Torie Patterson while particpating on international service project toIndia; Women preparing food. Below: Indian market. Read more at www.lakefieldcs.on.ca and choose NEWS, Friday 1/13/06

p25

According to a recent survey, Lakefield College School

parents are highly satisfied with their children’s

educational experience at The Grove.

In January 2005, LCS conducted its first-ever, compre-

hensive parent survey. This is the second in a series

of surveys conducted by the school, the first being an

alumni/ae survey completed in 2003.

The purpose of the parent survey is to bring to the

school a better understanding of the market it serves.

In doing so, the administration of the school will be

poised to respond more effectively to this group's

needs and interests and to do so with improved effi-

ciency.

One of the greatest values in conducting this survey is

in using the results as a benchmarking tool, to

measure gains and losses on a regular basis and to

refine and redirect energies and resources to areas of

need.

The survey was conducted by Lookout Management

Inc., based in London, Ontario. Lookout has

conducted more than 100 satisfaction surveys for 50

independent schools and universities throughout

North America.

The survey was set up online for parents to complete

and submit via the web. Two hundred and four (204)

parents completed the survey - a 56% response rate.

Results On a scale of 1 to 5, overall parent satisfaction with

LCS was 4.4. Ninety-four percent of respondents

ranked their satisfaction level 4 or 5 out of 5. LCS

was the only school, of 21 Canadian schools surveyed

by Lookout Management, to achieve this high a

rating.

97% of parents indicated that LCS was their first

choice among schools. This was a new high score

among measured schools.

The school scored strongly on measures of individual

attention related to students including:

class size;

quality of interaction between faculty and

students;

leadership opportunities for students;

sense of community for students;

individual attention to student needs.

In addition, from a list of 27 specific school life

elements, LCS scored strongly in:

international service opportunities and student

exchange program;

physical safety of students;

co-curricular programs;

university guidance;

health services;

technology;

athletics.

The school scored somewhat lower in some areas

relating to individual attention to parent needs,

LCS Parent Satisfaction Highest of 21 Canadian Schools Surveyed

p26

including the sense of community for parents and

volunteer opportunities/experiences. The consultant

notes that although these scores were somewhat

lower, they are high for a school that is predominantly

a boarding school. They go on to state that “the

school’s obvious success in addressing parents' need

for communication, have countered the natural

anxiety for parents of boarders.”

Of 18 questions relating to communications from

faculty and administration, 72% achieved the 4.0

threshold. This is very high among measured schools

with most other schools averaging only 52% (at the

4.0 threshold). Written communications and publi-

cations materials were all rated 4.0 or higher, an

exceptional score according to the consultant.

In a series of attitudinal measures, the highest level of

agreement was for the statement “I support the

school's policy on substance use.”

On the question of Lakefield's greatest strengths, the

following were listed most frequently:

Sense of community;

Family atmosphere;

Dedication of staff;

Favourable student to staff ratio;

School size and class size.

In the areas for improvement, the following were

listed most frequently:

Need for a gymnasium;

Technology costs;

Quality of food;

Endowment for financial assistance;

Frequency of communications from teachers and

advisors.

"Finances" and "having a child living away from

home" were the most frequently mentioned hurdles

facing Lakefield families.

Lakefield College School is proud to have received

new best scores (of the 46 Canadian and American

schools surveyed) in several areas including:

Student counselling services and emotional

support programs;

Quality of, and access to, the school's technology

resources;

Accessibility of residential staff and staff in the

guidance office;

Student enjoyment of co-curricular activities and

competitive sports;

Support services offered to students to enable

them to work toward their full academic potential;

The school's contribution to students' growth in

self-confidence, to be self-directed in their

learning, and to help students cope with peer

pressure.

We look forward to further analyzing the results of

this survey, to implementing emergent recommenda-

tions, and to conducting additional surveys in the

years ahead to compare to this baseline study.

p27

This fall the Grove Society honoured four members of

the LCS community with the prestigious title of

Honorary Alumni/ae. Citations were presented to

Goodith Heeney, Susan Hadden, Win Lampman

(posthumously), and Bob Goebel.

Kate Ramsay shared her thoughts as to why she felt

that Goodith should be honoured:

“Goodith has been one of the Grove's champions for

many years … as a mother involved in the Grove

Guild, as a Board member through challenging times,

as a dedicated Trustee, as an advocate for access

through endowment. She has been (and continues to

be) a member of The Grove family whose advice and

counsel is sought out and carefully considered,

whether in matters of governance, capital campaigns,

or chaplaincy. She is a valued mentor to younger

champions of The Grove, and a role model in her

contributions to community (in a school which cele-

brates such contributions) are perhaps unparalleled.”

Katharine "Cubby" Clarke, daughter of Win Lampman

remembered her mother by submitting the following

nomination:

“Winifred Mackenzie Lampman was the eldest of

Alick and Helen Mackenzie's children and maintained

a lifelong connection with the school (from 1889 to

2000). She was a part-time staff member, serving as

dietician during the war years when help was hard to

find. She taught art, first in the late 1930s, then for a

period after the war until failing eyesight brought an

end to her classes in the 1960s. She also provided

extra accommodation for one or two senior boys

when space in the school was at a premium. Her

memory spanned this history of the school for almost

the entire 20th century. She was an enthusiastic

supporter of co-education at The Grove and claimed

proudly that, because she had had her early schooling

at The Grove (before being sent to Bishop Strachan

School in her teens) she was the school's first ‘old

girl.’”

Bob Goebel was celebrated by fellow faculty member

Gerry Bird:

“‘Bobby G,’ as he is affectionately known by students

and colleagues, always tops the list of popular faculty

members at The Grove. His dedication and obvious

affection for his role in students' lives is apparent

whether he is teaching the finer points of calculus to

his students, convening the SLASH hockey league, or

sharing anecdotes of the antics of his beloved cat. He

has enriched the lives of everyone who has had the

fortune to meet him throughout his 22 years at The

Grove.”

Warren Jones ’88 shared why he was inspired to

nominate Susan Hadden:

“Although Sue's presence on campus is highly visible

(and her contributions truly appreciated), I believe

that she is a largely ‘unsung’ hero. By recognizing her

as an Honorary Alumna , we could all thank Sue

Hadden for the many ways that she has raised the bar

in the fulfillment of her duties, and gone way beyond

the call in her day-to-day caring for the school and

each member of its community.”

The Grove Society congratulates and welcomes our

newest Honorary Alumni/ae.

Honorary Alumni/aeThe Grove Society Recognizes Exemplary Service

Goodith Heeney receives her citation from Grove SocietyPresident Scott Smith ’87

p28

Bruce McMahonAmong the treasures of the LCS

archives, exist pictures of young

men who died during the Great

War. The same men are seen in

other pictures as boys at The

Grove proudly representing their

teams in antiquated uniforms.

They were students then; just

boys. They experienced The Grove

(Lakefield Preparatory School) as

our students do today, but now

their pictures hang on the wall

and their names are inscribed on a

brass plaque at the entrance to the

Chapel. Each November 11th, we

read their names out loud in the

Chapel, and, for a moment, the

past is rocketed into the present.

History has to be more than just

names on brass plaques. The LCS

students of today share connec-

tions with the individuals on the

wall. As a teacher of history, it is

my pleasure and responsibility to

find interesting ways to bring the

past to life by having them appre-

ciate those connections.

Several years ago, I stumbled upon

two websites that provide the

window to the past that I was

seeking for my students. The

Canadian Virtual War Memorial

(www.virtualmemorial.gc.ca) and

the Canadian Expeditionary Force

Database (www.collection-

scanada.ca/02/02010602_e.html)

are wonderful research tools. I

suspect that many of us recall a

history class that asked us to write

a letter imagining we were in the

trenches during the Great War.

Now imagine the same assignment

with a bit of reality thrown in. The

sites allow Grade 10 students of

today to select one of the LCS

names on the plaque, or perhaps a

name of a relative; they use their

laptops to enter it into the data-

base. For instance, the Hilliard

brothers, Geoffrey and George,

both attended Lakefield and then

served overseas during the war.

Geoffrey's name appears on two of

the honour boards in the lower

school block. The school archive

has pictures of the brothers and

one of George’s letters from The

Front to Win Lampman. The letter

mentions Kenneth Mackenzie,

future Headmaster of The Grove,

and a comment about an eye

injury he sustained in December

1917 during the Halifax Explosion.

With a little searching, students

are able to locate the brothers

Attestation Papers (sign-up

papers). Students can also see, in

George’s handwriting, details

about his personal life and next-

of-kin. His occupation, religion,

and even remarks about signifi-

cant body markings are also

included. With copies of these

documents, students then search

the Virtual War Memorial. His

burial site information at Etaples

Military Cemetery in France comes

complete with a photo and loca-

tion map (www.vac-

acc.gc.ca/remembers/sub.cfm?sourc

e=collections/virtualmem/Detail&ca

sualty=497297).

With that wealth of information in

hand, students can then locate the

Military War Diaries for the Royal

Canadian Dragoons and read in

the events of the day that

Left (L-R): The Hilliard brothers, George(attended The Grove from 1900-1905)and Geoff (who attended from 1908-1914). Opposite: Excerpts by KarineGauthier (Grade 10) writing as GeoffreyHilliard to his father.

His Story—More Than Just a Name on a Brass Plaque

Geoffrey HilliardRoyal Canadian Dragoon CEF

Dear Father,

I was so glad to see your letter last month and thank you so much for the mittens—it kept me warm for a little bit. Since it is somuddy and wet in the trenches it's terribly hard to keep anything dry or warm. Don't worry we will be able to get out of thesetrenches soon, I hope, and go to the reserve and wash them. I'm terribly sorry I couldn't write sooner. I would have but we werepreparing for the fight against the Germans to take over Vimy Ridge. It was very hard and took a lot of time. There were twentythousand men who had to be taught everything about the battle. Imagine all the Canadians from coast to coast fighting side byside.

We woke up that morning bright and early after spending a restless night in the trenches. The battle started at 05: 30 hours. Itwas so cold outside and the clouds were low with snow blowing into our faces. We couldn't see far up the ridge but we could seeenough to continue as planned. The bombardment of the last two weeks had made great work of the Hun guns. I was unfortu-nately in the first wave to go over into no mans land. We did this new advancing technique that you would have been proud of. Itis called the 'Vimy Glide.' We practiced walking one hundred yards every three minutes. In front of us rained a curtain ofartillery shells. This kept the Hun's heads down in their trenches and not up firing at us. This continued until we got to theclosest trench. I know Dad that you are probably curious about how we got all of the shells and artillery here in the first place.Well, we actually built a railway just for bringing supplies to us. Some of these lines even went underground. I think there aremore men carrying supplies than firing rifles in this war. Then another wave of troops would go over us and get to a farthertrench. This allowed us to rest and this also allowed the other troops going over to use their ammunition if they ran out.

It went on like this until we had gained most, if not all of the Ridge. In the first day we had taken more ground than any otherbattle to date. This was the most amazing battle I have ever taken part in. I am so glad I survived and will now be able to tellthe story of this magnificent event. Although it was exhilarating taking part in a battle so important to us, I am very glad weare done and can now relax for a while.

I've been meaning to ask how mother is doing. I read in your last letter that she is now working. I hope she is doing ok. Speakingof home I was actually talking to George the other day. You will be happy to know he is in fine form and looks well fed.

I also read in your letter that aunt Jan's new baby Cassidy has finally learned to walk. I wish I could be there to see her growup. Oh well I've got to just tell myself that I am here for my country and to help all of you back home. Once you start battleyou realize the things that are really important in life, like family. I miss you guys a lot and hope to see you very soon.

I was meaning to ask in my last letter, if you could send me a few pairs of socks. It would be much appreciated since mine aresoaking wet, muddy and quite cold. Say hello to the rest of the family. I'll say this now since I don't know when I will be ableto write my next letter, so happy early birthday.

Love,Your son Geoffrey

p29

Geoffrey Hilliard was wounded

somewhere near St. Julien, France.

At the end of all this research is, in

the minds of the students today, a

true sense of the humanity of the

students who became soldiers so

long ago; the face in the photo-

graph and the name on the

plaque become a real person. The

bridge between the present and

the past is transversed. Students

then take the liberty of using

these details they have gathered,

and the sensibilities developed, to

learn about the Battle of Vimy

Ridge. They adopt their soldier's

identity as inspiration to write a

letter home to a relative, at a real

address, with details of a battle at

which some of our Old Boys actu-

ally participated.

Lieutenant Geoffrey Hilliard died

on December 11th, 1917 from his

injuries. His time at The Grove

lives on in picture and word. He

will continue to return each year

to help me in the teaching of

history.

p30

Bill Stewart ’70

What a wonderful trip we had!

On July 15, 2005, we [Bill Morris ’70 and wife Betty,

John McRae ’70 and wife Val, Bill Stewart ’70 and Bill

and Carol Corner (current parents)] departed from

Peterborough. John Pace ’72 and wife Sheila joined

the group in Toronto. After passing through

Edmonton (where we met Betty's sister Margaret),

and Yellowknife, we stood on the banks of the mighty

MacKenzie River with Al Pace ’77 and wife Lin.

Al and Lin are the parents and intrepid leaders of an

adventure tour company that specializes in canoe

tripping in Canada's far north. They have the equip-

ment, the knowledge and the experience. We brought

the spirit and the excitement of school kids facing a

brand new adventure. They had met us at the airport

in Norman Wells, Northwest Territories and after

quickly transferring our gear into canoe packs and

barrels, we climbed into the twin otter and were off to

our launch spot on the Keele River, approximately

two hours south west.

As the plane snaked its way through the Mackenzie

Mountains, our excitement continued to build and we

joked and teased each other in an effort to control the

adrenaline pumping through our systems.

It was late in the afternoon by the time the canoes

and equipment were unloaded and our winged ride

was gone. Although we would not travel far tonight,

we were anxious to wet our paddles and get our

adventure underway.

The river speed was faster than anticipated as there

had been recent rains, but we were well prepared as

Al and Lin had taken time to provide us “lake

paddlers” with some fast water instruction below the

dam in Lakefield in early spring. This practice session

had allowed them to assess our comfort and skill level

which further allowed them to partner us and estab-

lish a canoe order.

We would be on the river for ten days traveling 400

km. The first eight days we spent descending through

spectacular, expansive mountain vistas—truly

outstanding, beautiful country. The final two days

would be spent heading north on the Mackenzie to

our pick-up spot at Tulita. There, at the mouth of the

Great Bear River, we would catch a couple of water

taxis back to Norman Wells.

Keele River Trip—2005

Below: (L-R) Pilot, Lin Ward, Betty and Bill Morris ’70, Sheila (directly below) and John Pace ’72, Margaret Pearce, Val and (Directlyabove) John McRae ’70 , Carol and (directly above) Bill Corner, Al Pace ’77, and Bill Stewart ’70

p31

The scenery was magnificent and although the

weather was somewhat uncooperative, we saw moose,

caribou, eagles, black bears, and even a couple of

grizzlies.

Yes, we saw outstanding scenery and had wonderful

paddling but it was the human dimension that made

this adventure very special. After each day’s paddle

and following camp set-up, we gathered around the

fire to share an outdoor happy hour. The different

eras of “old boys” exchanged stories about their days

at The Grove. Different ages and different eras but all

with similar positive and mostly humorous stories

about our teachers, coaches and experiences while at

Lakefield. We laughed together, we learned about

each other and from each other, and our respect for

each other grew.

The food was outstanding both with respect to

selection and quality and with three teams of four we

all had the opportunity to harass each other as camp

chore rotation took place.

In this environment, there is no need for a watch. The

agenda is flexible and varied with Mother Nature and

group mood being the primary elements in any deci-

sion. Whether work or play, whatever needed to be

done—was done. We helped each other and

supported each other. We shared emotions and we

shared a very special connection. We felt larger than

life, but were humbled by the vast natural beauty that

surrounded us. We understood that here, we must

cope with nature (not the other way around) and that

we stood as one, not against the elements, but rather

with the elements and with each other.

We fished and enjoyed a fresh bull trout dinner, we

walked beaches, tracking moose or bear or just

enjoying the freshness of the air and the awesome

beauty around us. Many of the group had spent time

in our local forests or on our “cottage” lake, but this

was different. There was a feeling of deep respect for

this inspirational environment. We camped by the

“talking cliffs” and at the base of Great Bear Rock. We

enjoyed layover days that allowed us time to reflect

on what we had seen, what we were doing, and what

we had learned—both about ourselves and this

unique place.

Our final dinner in the Mackenzie Valley Inn in

Normal Wells was an emotional, but extremely

fulfilling, evening. The previous day we laid down

over at the mouth of the Great Bear River. It was this

day that we took time to write poetry, take photos or

walk the banks of the Mackenzie reflecting on our

adventure. Maybe, to a greater or more important

extent, we developed a philosophy that we could take

back to “civilization” and to our day-to-day lives that

would reflect positively on ourselves and those with

whom we interact.

To all we say, do this—you really should. There

is no place like it. Canoe North will customize the trip

to suit your objectives and your skill level. Too many

Canadians never visit this remarkable part of our

great land. If they did, they'd understand that this

small narrative is nothing compared to the human

experience in which they will participate and from

which they will learn.

What a wonderful trip we had and how close we all

have become.

Paul MasonThis is the second in an occasional

series of profiles on graduates of

The Grove.

The Grove has graduated a fair

number of students who have

gone on to prominence in various

fields—business, ministry, politics

and the arts—but arguably our

most famous cultural critic and

filmmaker is Stephen Marshall ’87.

After Lakefield, Stephen went to

Queen's University, but he says

very little about the university. On

the subject of formative

experiences outside the academy,

however, Stephen grows almost

lyrical, especially when he speaks

of a one-year trip through Africa.

“I began in Egypt, where I stayed

for over a month battling a bad

case of dysentery … and then trav-

eled south. But the war in Sudan

was so bad at that time that I was

forced to turn back and fly to

Ethiopia. As our plane was

preparing to land, the Eritrean

revolution took full power in Addis

Ababa and we were forced to land

in Kenya. So my first taste of

Africa was as this revolution-

ridden continent and it excited

me.

“For the next eight months I trav-

eled from the east coast of Kenya

through war-ravaged Uganda, to

the mouth of the Nile, up into the

eastern mountains of Zaire (to see

one of the last families of moun-

tain gorillas)—from where I made

a harrowing escape from the

looting and murdering Zairean

soldiers. Then down through

Rwanda and Burundi (where the

Hutu/Tutsi violence had already

begun, but had not yet turned into

full genocide), down into Tanzania

Stephen Marshall ’87: Cultural Critic

p32

hen Marshall ’87 © Munich International Film Festival

“It's times like these, when

questioning government

policies is characterized as

near treasonous, that one

appreciates the skillful

dissent displayed by the

Guerrilla News Network. “

USA TODAY

p33

on Lake Tanganyika and across the

flatlands of Zambia, crossing

Victoria Falls into Zimbabwe, and

then hitchhiking to Cape Town,

South Africa where I decided to

stay for three months.

“Africa changed me completely.

Traveling alone, I was given the

rare kind of access that only fellow

travelers can receive from the

African people. I met busi-

nessmen, shamans, writers, crimi-

nals, and even a political leader in

exile.

“Perhaps it was the African light—

which attains hues of unparalleled

beauty—or sleeping outside for a

hundred nights in a row, that made

me vow to never again live by the

dictates of an industrial society.”

Since graduation, Stephen has

worked as a director and author.

His first company was a film

project called Channel Zero, which

moved the Village Voice to say,

“Leave it to a Canadian to revolu-

tionize television.” The worldwide

critical success of the Channel

Zero films—which were round-the-

world journeys into dark and

dangerous places—

earned him a place on the interna-

tional speaking circuit. It also led

to a three-part series on CBC's The

National.

In 2000, Stephen co-founded

Guerilla News Network

(www.GNN.tv); GNN has since

become one of the most trafficked

destinations for youth seeking

alternative news sources. His

success with GNN led him to

direct politicized music videos for

Eminem, Beastie Boys and 50

Cent, but he is most proud of his

award-winning documentary

BattleGround, which was finished

in 2004 and bought by Showtime

Network for broadcast in the U.S.

He directed his first feature film,

This Revolution (starring Rosario

Dawson), in 2004: the movie had

its world premiere at Sundance.

And his list of future projects,

writing and directing, is equally

impressive.

In remembering Lakefield,

Stephen speaks fondly about his

teachers, but one has the sense

that his relationships with his

peers and with the natural envi-

ronment - the woods - were every

bit as important as what he gained

in the classroom.

And there's no doubt that Stephen

Marshall will continue shaping the

media environment in the years to

come. He may not revel in what

he calls "industrial society," but

it's clear that he understands its

dynamics, and clear too that he

will do what he can to creatively

subvert its less humane features.

p34

“The best is yet to come,” says Paul Chester ’75 of his

life as a successful landscape painter. "Every year I

get closer to where I want to be."

Growing up on a tree farm in Pickering, Ontario, Paul

was surrounded by a creative family and natural

beauty. “My parents were both encouraging in art.

They simply wanted me to enjoy what I did in life.”

The oldest of four children, Paul attended Lakefield

after his mother's death in 1967. “It was a difficult

year for me emotionally and Ben Whitney, Junior

Master, was very supportive. Dean Smith was also a

key figure looking out for me.” He was embraced by

the diverse community of The Grove. “The school was

such an eye opener, a melting together of interna-

tional students. It was awesome.”

After he returned home two years later, Paul began to

focus his talents in visual arts. Over the next 20 years,

he studied drawing and painting at Art’s Sake, a

private art school in Toronto, and the Academy St.

Roch in Paris. He then concentrated on sculpture at

the Ontario College of Art and Design, gaining insight

from his art instructors. “It was more of a conceptual

training. The formal aspect of my schooling was

learning about art history and historical arts.”

A member of the Society of Canadian Artists, Paul

began exhibiting his sculptural work in 1981. Moving

back to the Kawarthas in the early 1990s, he began to

develop his landscape paintings for which he has

garnered so much success. “I paint contemporary

landscapes in oil and sometimes acrylics. They could

be described as impressionistic, but modern too.” He

builds layers of painted glazes until a complexity is

achieved, sometimes using a palette knife to reveal

accents of colour. In his most recent collection, Paul

also uses inserted canvas raised in plywood on his

pieces to extend a focused image outward creating

the impression of a fragmented glimpse of nature.

Inspired by walks in the fields and hills that surround

his studio in Keene, Ontario, 20 minutes from

Lakefield, Paul describes his paintings as rural

impressions of “fields and forests, bodies of water, big

skies, and distant horizons. These impressions,

painted from memory, are inserted into a frame that

becomes part of that experience, a place seen in

passing.”

It is this gestural landscape, the atmospheric and

dream-like quality of his scenes, that has gained Paul

national exposure. Since 1983, Paul has made art his

full-time career showing professionally in commercial

galleries from Whistler to Boston, Santa Monica to

London, England. Part artist, part business person, he

explains that an idea of a painting is only just the

beginning. “I work with many galleries, eight right

Canvassing the Landscape: Artist Paul Chester ’75

Above: Paul Chester ’75. Opposite: Paintings by Paul Chester,”Fall Bay” (top) “Wildflower 4” (bottom)

p35

now, coast-to-coast from Nova Scotia to British

Columbia. The galleries do all the selling which gives

me more time to paint. But I find every opening and

show special.”

Although he travels across Canada to attend gallery

openings and gather inspiration from Canada's varied

horizons, he finds he enjoys himself most during the

process of painting “windows to the natural world.”

Surrounding himself with a talented team who enjoy

selling his art, he has more time to focus on “the act”

of creating unique impressions of the Canadian land-

scape. “The most important thing in art,” he empha-

sizes, “is that you do what makes you happy.”

Paul will be exhibiting locally at the Russell Gallery in

Peterborough from the Fall of 2006. Please see his

website at www.paulchester.com for more exhibition

information.

The 1980sAfter completing a Master of

Science in Business

Administration at UBC, Konrad

Yakabuski ’84 followed his dream

of becoming a business journalist.

After a few years at The Star in

Toronto, he returned to Montreal

in 1994 to work at Le Devoir.

During the heated 1994-1996

political debate surrounding

sovereignty, he was posted at the

National Assembly in Quebec City

and covered social policy,

including a vast reform of

Quebec's welfare system, pay

equity, and a host of other

progressive issues where business

and social activists clash. In 1996

he joined The Globe and Mail as

its Montreal business correspon-

dent and today he primarily

writes a Quebec business column

and magazine features.

Gregory Barker Greene ’86

brought his award winning docu-

mentary, The End of Suburbia, to

Trent University’s Wenjack

Theatre in November. The End of

Suburbia has been gathering

praise internationally since its

launch a year ago. It examines the

depletion of oil worldwide and

the public’s lack of awareness of

its negative, longterm effects on

life. He is now looking forward to

his next film Escape from

Suburbia. Gregory currently lives

in France.

The 1990sEhren Mendum ’92 and his wife,

Melanie, recently hosted an

informal pre-Christmas reunion

of the Class of 1992. The enthu-

siasm for this event was so strong

that they plan to make it an

annual event! (See photo above).

Sarah Dudas ’93 defended her

doctoral thesis in non-indigenous

species (oceanography) at the

University of Victoria in August of

2005. She is now working in

research at Oregon State

University.

Sarah Jennings ’99 was accepted

into the Public Relations post-

graduate program at Humber

College. “... So long London, hello

Toronto!”

The 2000sNicholas dePencier Wright ’00

completed an honours degree in

philosophy from the University of

King’s College, Halifax and next

year will be finished both an MBA

and an LLB from Dalhousie

University. He also ran in the 2006

Federal election in the riding of

Halifax for the Green Party of

Canada.

Christie Borkowski ’02 is

currently working as a firefighter

in British Columbia at the 150

p36

Class News

Class of 1992 Reunion. Back Row (L-R): Rob Tupling, Steve Hutchinson, MatthewHines, Bill Lett, Dave Stephens, Ehren Mendum. Middle Row (L-R): Ben Tong, MarciaTupling (Gidley), Sonja Veal, Franziska Hines, Kristy Hook (Lett), Shari Stephens,Melanie Mendum. Front Row (Left group of three): Dave, Elaine (Lee), and CalliaChui; (Middle group of three): Marco, Katie (Brown), and Daniel Gagne; (Rightgroup of three): Heather, Jason, and Aidan Haigh

This fall, LCS welcomedback a record number ofalumni/ae to our annualReunion Weekend inSeptember.

To read about recent LCSevents, news, and viewsnapshots please visit ourwebsite at www.lakefieldcs.on.ca,choose NEWS (more news).

p37

CCoonnggrraattuullaatt ii oonnss KKiimmCongratulations To Our Recent Rhodes Scholar

Kim Rutherford, Class of 2001A resident of Peterborough, Ontario, Kim graduated

from Lakefield College School to pursue her

honours degree in microbiology/ immunology and

mathematics at Dalhousie University. Upon

completion of her degree, she received the

University Medal for the highest academic standing

in her major. In addition to her numerous volunteer

commitments, Kim works as a teaching and lab

assistant. She intends to pursue graduate studies in

microbiology and further her studies in infectious

diseases to prepare for a career in medical research.

Kim joins LCS alumnae Allie Binnie ’93, Hélène

Deacon ’95, and Erin Freeland Ballantyne ’99 as

the school’s fourth Rhodes Scholar since 1997.

Congratulations Kim—we are very proud of you!

Five alumni from the class of 2000 decidedto return to Algonquin Park in November of2005. The group took off on a three-dayexpedition where they retraced the routethey took during their expedition whileattending LCS. Despite temperatures drop-ping to - 5ºC and the lakes being frozenover in parts, everyone made it back safeand sound! (L-R): Ian Fung, TrevorJohnston, Joel McElravy, Mark Sunderland,and John Stelzer.

Mile House Volunteer Fire

Department. She plans to attend the

Justice Institute of B.C. to take the

Primary Care Paramedics course.

Ali Kara ’04 proudly writes that he is

“… an official medical student at the

University of St.Andrews in Scotland.

What a dream come true!”

p38

MarriagesRobert von Hermann ’81 and

Andrea Hertzsch were married on

October 1, 2005 in Seefeld, Tirol,

Austria—a wonderful setting in

the mountains, which hits close to

home since “Seefeld” translates to

“Lakefield!” David McEwan ’81

(Best Man) and Bill Rae ’81

witnessed this step, which meant

so much to Rob.

Jen Helsing ’92 was married on

June 11, 2005 in Ottawa to Geoff

Cooper. Laura Penny ’92 (Maid of

Honour), Brian Mok ’92, Adrian

Dunn ’92, Bill Lett ’92, Andrew

Grace ’93 (Best Man), Matt Hines

’92, and James Smith ’93 were in

attendance.

Marcia (nee Gidley)’92 and Rob

Tupling were married on

September 10, 2005 in Bala,

Ontario. Marcia’s brother, David

Gidley, ventured home from

Australia with his wife Natalie for

the special day. Rob and Marcia

are living in Mississauga, Ontario.

On May 21, 2005, Matthew Hines

’92 was married to Franziska

Buechele in the Walburgiskapelle

at the Kaiserburg in Nuremberg,

Germany.

Andrea Francq '95 and Kevin

Sealy were married on July 9, 2005

in a beautiful lakeside ceremony

in Gananoque, ON. The Sealys

happily call Kingston home.

On August 20, 2005, Scott Ross '95

married Kristin Skibsrud by the

ocean in St. Andrews-by-the-Sea,

New Brunswick. A great celtic

celebration followed with friends,

family and three-year-old sprite

Mairianna. Scott and his family

currently live in Fredericton, NB.

(L) Robert von Hermann ’81 and Andrea Hertzsch (M) Jen Helsing ’92 and Geoff Cooper (R) Scott Ross '95 and Kristin Skibsrud

(L) Marcia (nee Gidley)'92 and Rob Tupling (Middle R) Hines-Buechele wedding: (L-R) Sal Majeed, Laura Penny ’92, Jen Helsing ’92,Matthew Hines ’92, Franziska Buechele, Bill Lett ’92, Kristy Hook, Melanie McKee, and Ehren Mendum ’92 (Bottom R): L-R: HélèneDeacon ’95, Chris Howard '95, Kirsten Franklin, Scott Ross '95, Heather Paterson '95, Todd Lamont '95, and Sue Holland '95

p39

Rob MacKinlay ’70 and his wife,

Wendi, are the proud grandpar-

ents of Madeline Grace

MacKinlay, who arrived to parents

Rob Jr. and Stephanie MacKinlay

on August 10, 2005.

Crown Prince Felipe ’85 and

Princess Letizia of Spain gave

birth to Leonore on October 31,

2005.

Harper Shirley Veronica Hyslop

arrived into the world on

November 30, 2005, weighing in at

a healthy 5 lbs. 10 oz. Proud

parents are Carlyn and James

Hyslop ’85.

Laure and Ian Hamilton ’87

would like to update their class-

mates on their family, including

Emilie

(born November 13, 2001) and

William (born September 7, 2003).

Jack Dooley Danford Heeney was

born to Polly and Matthew

Heeney ’87 on June 3, 2005,

weighing 8 lbs. 7 oz. He is the

tenth grandchild for Goodith

Heeney, and cousin to Trevor ’00,

Malcolm ’02, and Rachel (Gr. 9).

Brian Mok ’92 and his wife,

Christine, have a new addition to

their family, Nathan Elias Mok

was born on August 8, 2005

weighing in at 7 lbs. 10 oz.

Annabel Craig ’00 and Philip

Craig ’91 are pleased to announce

that their brother, David Craig

’89, and his wife Sarah, are the

proud parents of Matilda Craig,

born on March 18, 2005 in Perth,

Australia and weighing 3.33 kg.

Paula (nee Crawford) ’99 and Al

Mbonda have had permanent

smiles on their faces since July 11,

2005 when their son, Griffin

Maloney Mbonda (a.k.a. Fin)

entered the world—named after

the Guelph Gryphon Arena where

his parents met. Alumni uncles,

Cameron Crawford ’02 and

Mackenzie Crawford ’05, make

excellent role models.

Triscia, toddler Jack, and Ray

Carlow (staff ) welcomed Kathryn

Mary Carlow on August 26, 2005.

Faculty members, Stuart Lee and

Diane Rogers gave birth to Stuart

Parker Rogers Lee (7 lbs. 14 oz.)

on October 17, 2005.

Births

(L) Harper Shirley Veronica Hyslop (M) Al, Griffin, and Paula (nee Crawford) Mbonda ’99 (R) The Carlow family

(L) Emilie and William Hamilton (M) Matilda Craig (R) L-R: Tilson, Diane, Stuart, and Stuart Parker Rogers.

Bob Ketchum '49Boys who were at the school in the

1940s and 50s will have been

saddened to read of the death of

Jack Cranston in the last issue of

the Grove News. He was a beloved

teacher and friend to all at

Lakefield and will be greatly

missed. My first memories were

that of a small boy in one of the

junior dorms, being read to, in

nightly installments, after lights

out, The Wind in the Willows, by

Jack in his most expressive and

delightful manner that kept us on

the edge of our beds.

Jack was an American who had a

degree from Brown University,

living in Wakefield, Rhode Island

where his parents and sister lived.

Canada being at war, Jack came to

the school in September of 1941 to

teach, having met the headmaster,

Windy Smith, earlier in the year.

Being a U.S. Coast Guard

Reservist, unfortunately for us he

was called back for active duty

when the U.S. entered the war.

His war years were spent

convoying ships from

Newfoundland to Britain, C.O. of a

cutter convoying ships from the

Mississippi to the Panama Canal

and finally as the C.O. of a tanker

carrying aviation fuel.

After the war, he came back to the

school in the spring of 1946 and

taught to the end of June 1948. He

then went to the General

Theological Seminary in New York

City, was ordained an Episcopal

priest in 1952, and then to

Columbia University 1952-1953.

He also received his Masters

degree in theology from the

Berkley Divinity School at Yale

University.

He returned to Lakefield in 1953

with his delightful bride, Elizabeth

Finlayson, to teach and be the

Chaplain, and stayed at the school

until June of 1956. He then

returned to the U.S. and taught in

Wallingford, Connecticut; then to

Newport, RI in 1963 as Head of St.

Michael's School. In 1971, he was

invited to become the first head-

master of "The New School" when

it was founded. He retired in 1983

and has since been connected in

various capacities with his church,

St. John the Evangelist.

His parents had a boys’ camp in

the mountains of New Hampshire

near Hillsboro which Jack helped

run during the summer months,

and several Grove boys had their

first summer jobs as counsellors.

Their first trip to the U.S. North

Star Camp was magical as many of

the boys had never been out of the

city. It was also Jack's favourite

place. His ashes are scattered

there.

Jack leaves his wife Elizabeth,

sister Priscilla, daughter Althea,

head of the English department at

a private day school in Cambridge,

Massachusetts, son, James, a

builder of note on Martha's

Vineyard, and son Jeremy, who

builds and/or restores old homes

in Seattle.

p40

Remembering Reverend Jack Cranston ...

Katherine “Betty” Mockridge on March 2, 2005. Mother

of John Mockridge ’53, Britton Mockridge ’59 and

William Mockridge ’66.

William “Bill" Archbold on August 4, 2005. Father of

Richard Archbold ’69.

Marjorie Edna Carter on August 6, 2005. Mother to

Brian Carter and grandmother to Andrew Carter ’96.

Pam (Heseltine) Balfour on August 6, 2005. Wife of

Paul Balfour ’81.

In Our Memories

Reverend John “Jack” Cranston on June 7, 2005 in Newport, RI

Bob Mackett '68From the early to late sixties,

Leonard was a classmate, room-

mate, teammate, thespian, and

friend to a number of people who

attended Lakefield College School.

While he was only at Lakefield for

what in hindsight seems like a few

short years, he has left a mark with

his classmates that will last a life-

time for each and every one of us.

Within a short period of time after

his arrival at Lakefield, Leonard

seemed bent on establishing a

reputation as an entertaining

maverick (some might even

describe him as the ultimate

enthusiastic eccentric!). From his

rendition, from the front balcony

of the school on May Day, as he

addressed “the proletariats” in the

courtyard, to his own rendition of

working in the pits at the

Indianapolis 500 as we changed a

tire on Hendren's “meat wagon”

(the ancient limousine sometimes

transported the team bus overflow

of boys to sports events) on the

shoulder of the 401 highway while

Ken the driver stood spellbound

and just watched.

At The Grove, Leonard was recog-

nized as a hardworking athlete,

learning new games and devel-

oping the skills that went along

with playing them well. He always

played with a great deal of heart

and spirit. Football in the fall,

hockey in the winter and cricket in

the summer...quite a testament to

the determination of a young boy

who but a few short years before

had emigrated to Canada from

Italy without knowing a word of

English let alone the knowledge of

how to play any of these games. He

eventually earned a position on

the first team for each of these

sports. In his final year he was also

appointed a Prefect of the school.

It was quite a journey from

Bologna, Italy to Lakefield College

School. While at Lakefield Leonard

became engaged in most activities

offered as part of the extensive

school curriculum. He derived

great pleasure in gently baiting

many of the masters who

attempted to put us through our

academic paces. He never missed

the opportunity to perform on

stage and was an active partici-

pant in many of the most memo-

rable dramatic productions staged

at the school. He worked on the

team that produced the school

year book and so one suspects that

his love of the world of newspa-

pers in fact had an embryonic start

at Lakefield.

Many of us from the Class of ’68

were fortunate and privileged to

spend time with him last year

when he returned to Canada for

our class reunion. We were a

happy family and we all miss him

today. He has left us with a wealth

of memories to tide us over in the

years to come.

... and Leonardo Brizio ’68

David Sanceau Walks ’53 on August 10, 2005 in

Niagara on the Lake.

David Gordon Dunn ’62 on August 13, 2005.

John Syrett on August 18, 2005. Father to Nick Syrett

’93 and Tim Syrett ’95.

Ray Coyne ’59 on September 15, 2005.

Dr. William Eugene Pace on November 10, 2005.

Father of John Pace ’72, Al Pace ’77, and grandfather

to Taylor (Grade 11).

Leonardo Brizio ’68 on December 7,2005 in Hong Kong. Image below is ofLeonard while at The Grove, 1967

p41

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Mailed under Canada Post Publication Agreement # 40025808

The Grove News is published twice a year by the Advancement Office. We welcome your comments and suggestions.Please contact Tracey Blodgett at 705.652.3324 or tblodgett@lakefieldcs.on.ca, or visit our website at www.lakefieldcs.on.ca

4391 County Rd. 29, Lakefield, ON Canada K0L 2H0

Photography by Simon Spivey