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• The new Paul G. Allen Athletics Center • Alumni second acts

The great refresh

A curriculum for the future: What, why, and how students should learn


barry wong

Renowned photographer Don Doll at the opening of

a Jesuit priest and Creighton University professor whose work

his exhibit “A Call to Vision – A Jesuit’s Perspective on the World,”

has been featured in National Geographic, was one in a series of

which ran through March 2 at Seattle University. At right, Seattle

notable photographers and visual artists who spoke to Lakeside

Times photographer Bettina Hansen documents the scene. Doll,

photography classes this year. ■


Your comments


Carey Quan Gelernter WRITERS:

Carey Quan Gelernter, Amanda Darling, Paula Bock, Leslie Schuyler, Mike Lengel ALUMNI RELATIONS NEWS: Carol Borgmann,

Daiga Galins, Meredith Doran


Carol Nakagawa


Tom Reese, Lindsay Orlowski, Adam Hunter COPY EDITOR:

I read with interest your issue focusing on gender (Fall/ Winter 2013), which made me reflect on my own experiences as a girl at Lakeside in the early 1980s. I am happy to say that I have no memories of any feelings of inequality during my time there, and many feelings of having my intelligence celebrated and appreciated by both teachers and classmates. Although I was always shy, six years at Lakeside turned me into someone who took it as a given that I would speak up in every class, and that I would be acknowledged and supported. This stood me in very good stead as a

freshman at Wellesley, when my education and experiences at Lakeside landed me in some junior-level classes. Thanks to Lakeside, I often found myself the only person confident enough to speak out — even with just women in the class! I am glad that Lakeside continues to explore this complex and vital topic, so that people of every gender identity can come out of the school with the confidence I gained so long ago from my own time on campus. – Rebecca Moore ’84

Very thought-provoking issue, great spotlight

on gender issues. You go girls!! We are using it as resource material in an educational nonprofit in Bellingham. – Peter Willing ’62

I interviewed Sandy [Schneider; profiled in the Fall/ Winter 2013 issue] for Tatler when she returned to coaching my junior year at Lakeside. What I appreciated about her most was a profound sense of humility despite all she had accomplished in her career. I think that’s truly the mark of a great person! – H.B. Augustine ’08

Valerie Campbell Lakeside magazine is published twice yearly by the communications office of Lakeside School. Find past issues at www.lakesideschool. org/magazine. All contents © 2014 Lakeside School.



Do tell! Lakeside magazine loves to hear from you – whether by letter, email, social media, or phone. We welcome comments and suggestions to; 206-440-2706; facebook. com/lakesideschool; or Please include your class year or Lakeside affiliation.

Spring/Summer 2014

EDITOR’S NOTE What does it mean to reinvent yourself – as a school, as a person – and remain true to your core values? That’s a theme we explore in this issue of Lakeside magazine: • What happens when a school starts from ground ON THE COVER: zero and thinks, really Illustration thinks, about what stuby Christine Cox dents should learn today? Follow Lakeside’s two-year journey to reconceive its curriculum, concluding with a list of “bold and doable” ideas that emerged. Page 20. • What happens when you have a chance to reimagine an athletics space to fit the needs of today’s students for competition and community? See for yourself and take a visual tour of The Paul G. Allen Athletics Center. Page 6. • What happens when individual alumni find a need to redo and rethink their careers and lives? Meet a mix of reinventors who’ve found challenge, meaning, satisfaction, and joy in their second, even third and fourth, acts. Page 32. As Head of School Bernie Noe told a gathering at the beginning of this school year, “We’re in a period of significant change. Everyone must consider that the level of change in the world will only accelerate in the next 20 years. We all need to be constantly learning, adapting, improving on behalf of our students. Personally, I think change is a blast.” He went on to say, “Through the change, the essence of a Lakeside education will remain.” That’s a message Peter Polson ’91 echoes in his spring letter, on Page 5. The chair of the Board of Trustees explains that while reinvention goes on, core values must, and do, endure. True for the school, true for all of us. As always, we love to hear from you — by letter, email, phone call, tweet, Facebook, or … even in person! ■



FEATURES Cover story ■ ■ ■

Bold and doable curriculum 20 History of lessons 28 Alumni reinvent themselves 32

The Paul G. Allen Athletics Center ■ ■

Opening day 6 Take a visual tour


DEPARTMENTS Inside Lakeside

Head of school’s letter Board chair’s letter 5 Sports 14 Campus news 15 Lecture series 15 Retirees 16 Faculty kudos 19


Alumni News


Carey Quan Gelernter

Editor, Lakeside magazine 206-440-2706 14050 1st Avenue NE Seattle, WA 98125


Seattle Reception 38 Regional Receptions 41 Distinguished Alumni Award College Chatter 44 After School Special 44 Planned Giving 45 Class Connections 46 In Memoriam 52 Personal Story 57 Calendar 59


16 45





Changing for the times


e are currently in the midst of major change in highschool and college education, change brought on by several factors. First, online education now makes it possible for our students to learn from teachers all over the world. The early results are amazing: 85 percent of students taking Global Online Academy courses report that their online course was as good as or better than their brick-and-mortar classes. Second, whereas students once needed to be near libraries, they now can find information almost anywhere, any time. Lakeside students, for example, can access thousands of journals and millions of e-books online. Information is changing so rapidly that many of our teachers no longer use textbooks in their classes, preferring instead to curate their own materials for their students. Third, the cost of an independentschool or college education is becoming prohibitively expensive. In the words of Pat Bassett, former president of the National Association of Independent Schools, “An independent-school education used to be the cost of a Ford; now it is approaching the cost of a Porsche.” Lakeside offers a very rich educational program to students, and we are ever more aware of the need to keep costs down. Finally, the nature of the workplace is shifting dramatically for our students. Some companies are hiring students for professional jobs right out of high school; for example, 14 percent of Google’s current employees did not go to college. Some well-prepared highschool students prove to be as effective in the workplace as college graduates. I believe that this trend will

continue and that some Lakeside graduates a decade down the road will skip college’s expense and opportunity costs and go right into the workplace, maybe taking a few college and online courses on the side. Some argue that the world of education is experiencing its greatest period of change since the medieval university system was created 900 years ago. I agree. I think that the medieval world of professors lecturing and students in residence aggregated on single campuses with research materials and resources is imperiled, along with gowns and colorful medieval hats at graduation. In light of these changes, it is more

important than ever for Lakeside students to learn during their middle- and highschool years how to think critically, analyze and synthesize effectively, work collaboratively, write clearly, and act ethically. Under the care of inspired, dedicated teachers and in small classes with other creative, motivated, and talented individuals, our students acquire the skills necessary to thrive in college and perhaps even immediately in the workplace. It is in our Middle and Upper schools that students build the foundation for a successful future. Lakeside School teachers work hard to provide students with a relevant, leadingedge education that will prepare them to thrive in this rapidly changing world. As you will read in this issue of Lakeside magazine, we have just concluded a two-year review of the school’s curriculum for grades 5 through 12. Last year we all learned from experts about online, interdisciplinary, project-based, and global education; this year all departments considered what curricular and pedagogical changes they wanted to make in their disciplines. The review process was a great success, and departments will make significant changes in their teaching over the next five years, as highlighted in the following pages. These curricular changes will provide our students with the 21st-century skills necessary to thrive and to lead in this new global era. It is an exciting time in the world of education and work, and we are all having fun considering what the future will hold for our students and how best to prepare them to succeed in that new world! I hope to see all of you on campus for some event or game. I wish you all a lovely spring and summer. ■




Spring/Summer 2014

Head of School



Lakeside as it ever was – and getting better


n January I sat in the basketball bleachers alongside current students and alumni from generations ago. It was the first set of games in the new Paul G. Allen Athletics Center, and the Ackerley Gymnasium was alive with student energy. Isiah Brown ’16 broke Doug Porter ’80’s record for points in a game while students cheered their peers from the sidelines. In the middle of one game, students led a thunderous chant to thank Paul Allen ’71 and other donors for their contributions to make the athletics center possible. While Lakeside celebrates reinvention, thoughts of that evening and five other anecdotes remind me how the best of Lakeside carries forward from one generation to the next. Great teachers. Though I was a mediocre student in Irene Barinoff ’s calculus class, she took the time to understand my other interests, encouraging me to develop and teach a new summer-school class on computers. That was a life-changing experience that boosted my confidence and set the course for my career today in technology. When I talk to current students, they light up at the chance to talk about favorite teachers who know them well and are rooting for their success. Lakeside has always been a home for gifted teachers who are passionate about the growth of their students. Committed athletes. On a brisk October morning last fall, I watched soccer alums spanning more than 30 years compete against each other before students took the field for their own matches. Alums came out to play because memories of teamwork and physical challenge have become part of their DNA. Today the vast majority of Lakeside students play a sport and a good number are multisport athletes despite outside pressures to specialize. The values of sportsmanship, commitment, and teamwork will serve these students long after they leave Lakeside. Inspired artists. At the Seattle Alumni Reception in March, I swapped stories with Conor Musgrave ’01. We both learned photography at Lakeside from Dale Bauer.


For me, it turned into a lifelong passion; Conor has made it his career. The next day I was at the Middle School, and the building was brimming with enthusiasm about the spring musical production of “Footloose.” I smiled, knowing that a new generation of students was immersed in an art form they’d carry with them for the rest of their lives. Arts have always been, and remain, integral to a Lakeside education. Global learners. When my classmate Celina Schocken ’91 came back from an exchange with a school in the USSR in 1986, the way she saw the world had started to change. She’s devoted her career to international development and is recognized this year for those efforts with the Distinguished Alumni Award. Once only a few Lakeside students experienced life abroad; today most head out on Global Service Learning trips. Hearing about their projects, I know many of these students will be transformed by their meaningful encounters with new cultures and countries. Lakeside is graduating students who are globally aware and intent on contributing to the world. A cohesive community. I laugh when I think about some of the charades I did as a student at assembly trying to get everyone’s attention about a new recycling

program. Sitting in assembly recently, it was clear to me that students are still putting themselves out there in front of their peers because this is a safe place to share and take risks. The same is true in the classroom and throughout school. Since I’ve graduated, the expectations that define the Lakeside community have become simpler and clearer, and the primary accountability mechanism has shifted from the administration to a student-led Judicial Committee. Lakeside, then and now, aims to graduate ethical students who have known a trusting and supportive community that helped them mature. None of these anecdotes reflect points of stasis. Lakeside is aggressively leaning toward the future. The school has invested considerably in professional development and evaluations to support great teachers. The recent athletics strategic plan rolled out a new coaching structure that allows head coaches to be more engaged with their athletes and the school. The curriculum review has encouraged innovations in teaching. Reinvention at Lakeside is about building on successes while staying true to our mission. Lakeside continues to focus on graduating lifelong learners who become ethical citizens giving back to the world in meaningful ways. I saw seven years of Lakeside as a student, and I’ve seen eight years now as a trustee. I was pulled back to Lakeside by its commitment to diversity, and I’ve stayed engaged because of the continued culture of excellence and accountability. Lakeside is the same school I knew two decades ago — only better. ■

Peter Polson ’91

Chair, Board of Trustees

Head Note, Board Chair


The Paul G. Allen Athletic s C enter

A Game Changer I by AMANDA DARLING | photographed by ADAM HUNTER and LINDSAY ORLOWSKI

n the months after its January grand opening, The Paul G. Allen Athletics Center has morphed into the multi-purpose workhorse Lakeside hoped it would become. From 7 a.m. lifting, to afternoon dodgeball, to late-night game days, the building is filled with students training, learning, studying, and just playing around.

Students signaled their appreciation at the opening celebration.



Spring/Summer 2014

“It has a different vibe than the rest of campus. It’s a little more chill,” remarks Celina G. ’15, one of the many students spending free periods in the new campus space. “Community is such a big thing here,” she says, and the new Ackerley Gymnasium now has enough space for everyone: “Watching your team excel at something with your classmates … you bond a lot over it.” Lakeside’s original athletics building opened in 1930, when the school consisted of 91 boys. As the school grew, the athletics and PE programs had to adjust to fit within the building. “Building the new center has allowed us to create a space that is truly designed around our needs,” says Athletic Director Abe Wehmiller. The 63,535-square-foot building cost $22.1 million and was completed on budget and in the remarkably short timeline of 10.5 months, due in part to the close collaboration between the school; LMN Architects; Lease Crutcher Lewis, contractor; and Seneca Group, development manager. The building combines the traditional architectural style found elsewhere on campus with modern design that incorporates natural light, an efficient use of space, and sustainable practices. Built on nearly the same footprint as the former athletics center, the new structure was designed with the goal, set out in the 2011 athletics strategic plan, “to attract, serve, and inspire students, coaches, and fans.”

After its festive January opening, The Paul G. Allen Athletics Center bustled with activity during the spring, with seven sports teams, PE, the return of the Rummage Sale, and the restoration of the quad.

At the Jan. 10 grand opening, it was standing room only as more than 1,200 students, parents and guardians, faculty, staff, alumni, and neighbors showed up to tour the space, eat maroon and gold cupcakes, and watch the first home games of the season. Sitting in an honored-guests section, those who had donated time and money, as well as those who had worked on the project, were recognized by Head of School Bernie Noe. As Noe concluded his comments, the cheers of the students around Ackerley Gymnasium grew, erupting at last in a standing ovation as they held up large placards that spelled out “THANK YOU!” Paul Allen ’71, who was among the small group of early donors to the project, joined Noe to cut a symbolic ribbon at center court, officially opening the building. Cheers of “Lakeside!” gave way to “Sea...hawks!” in a moment of pre-Super Bowl city pride and acknowledgment of Allen’s ownership of the pro football team. Of particular interest to alumni were the relocated senior bricks. Led by Bill Holt ’79, who organizes the annual brick-carving by graduating seniors, 35 years of bricks were painstakingly removed from the exterior of the old building, cleaned, stored, and then reinstalled in the corridor outside the gym. Even before the new center was finished, alumni were visiting the wall and seeing their brick up close for the first time. As Holt remarked at the opening, “How great to be a school where every student has his or her name on a building!” Join us for a tour of some of the building’s highlights over the following pages. ■ Amanda Darling is communications director of Lakeside School. Reach her at or 206-440-2787.

On opening day, alumni searched out their bricks in a corridor outside Ackerley Gymnasium. Senior bricks were painstakingly removed from the exterior of the old building, cleaned, stored, and then reinstalled.

What’s an opening without a ceremonial ribbon cutting? Paul Allen ’71, center, did the honors, flanked on the left by Ryan T. ’17 and on the right by Head of School Bernie Noe and Michael C. ’17. Athletics center


Harry Swetnam Weight Room

»Features equipment that supports the strength and conditioning program. »Natural light f ills the space. »Above the weight room on the mezzanine, the cardio room is in use from 7 a.m. to 6 p.m. (See next page.)

»Used by the wrestling team, PE classes for yoga and other activities, and cross country and track teams for stretching.

»Floor primarily

constructed with ref inished hardwood from the old competition gym.

»Built-in audio-

visual equipment available for classes and nonathletic events. mat Room



Spring/Summer 2014


Paul G . A l l e n At h l et i c s C e n te r

“I love that you can talk to friends, watch the game, and see everyone in the crowd at the same time.” - Bernie Noe

ackerley gymnasium

»Holds 1,720 people, making it the largest space on campus and the only one capable of holding the entire school community. »Two full-size practice areas; multiple teams can practice simultaneously and in a competition environment. »Meets national guidelines for high-school basketball and volleyball facilities. »Has a built-in projector, 14-by-24-foot drop-down screen, high-quality audio, and blackout window shades. »PE classes use

the space daily.

»Two full-size

practice areas.

»Supports outdoor sports, including lacrosse, soccer, baseball, softball, track and f ield, and golf.


batting cages for baseball, softball, and golf.

F IEL D H O USE Athletics center



Paul G. A l l e n At h l e ti c s C e n te r

u pp e r l e v e l

lower level



Spring/Summer 2014

sustainable building practices

»Approximately 95% of the old building – including concrete, metal, bricks, and wood – was salvaged or recycled.

»Hardwood from the old competition gym was reused as flooring, seating, and wall f inishes.

»Lakeside’s f irst solar panels were installed on the south-facing roof of the f ieldhouse. Dawit Wondimagegn ’15 proposed the panels, inspiring a donor to fund them. The 60 265-watt solar panels will produce about 16,500 kilowatt-hours a year (approximately enough power to fulf ill the yearly needs of two average Seattle homes). Students, faculty, and staff can use the Hub touch screen to monitor the energy being produced.

»Details on sustainable practices are available at

the hub

»Located by the main entrance, an interactive touch screen displays information about the athletics program.

»Class of 2013 graduates Alec Glassford, David Inglis, and Michael Shum and cardio room

Assistant Athletic Director Chris Hein developed the user interface for the touch screen, working with employees at Microsoft. Athletics center


“Classrooms have been getting constant use, both during the day and after school.” - Athletic Director Abe Wehmiller

»The three classrooms are in

heavy rotation, hosting PE, Lakeside 101, and a Chinese III class.

»A tiered classroom on the

lower level is popular for f ilm sessions, presentations, and team meetings.

»Equipped with interactive

projectors similar to the SmartBoards found in other classrooms on campus.



Spring/Summer 2014

»The Outdoor seating is situated on three sides of the building, including outside the main entrance.

Pau l G . A l l e n At h l et i c s Ce n te r

The lower-level entrance reflects the building’s modern design with its extensive use of glass, a flat roof, and a deep overhang.

»Locker rooms are larger and more eff icient, with lockers for every student and locker rooms for coaches, off icials, and visiting teams.

»Communal coaches’ off ices enable the coaches to be more accessible to students, while a conference room provides enough space for the entire athletics and PE staff to meet.

»Storage rooms accommodate everything from pole-vault pits to out-of-season pieces like uniforms and helmets.

»Below, the Ed Putnam Sports Medicine Room has space for treatment, taping, and rehabilitation, as well as two hydrotherapy tubs for injury prevention and treatment.

ed putnam sports medicine room Athletics center



by Mike Lengel and Chris Hein

Football and swimming break records; Metro championship streaks continue


he opening of The Paul G. Allen Athletics Center in January proved to be just one of several milestones for Lakeside athletics during the fall and winter sports seasons. The varsity football team broke 18 individual and school records, including most points scored in a season, most yards in a single game, career passing yards, and career receiving touchdowns. The girls swimming team raced its way to second in the state, and the boys followed with a third-place finish. Together, coed swimming broke nine school records, notched a third straight Metro League championship, and saw one swimmer shatter a state record and win two individual state championships. Girls basketball reached the playoffs after a six-game winning streak, during which the team outscored opponents 363-222. Girls cross country continues to dominate the Metro League, earning its fourth straight league championship and taking the first and second individual spots in the state. Girls soccer claimed an academic state championship, and wrestling, with a new home and a new coach, sent two girls and one boy to the regional tournament. Check out the full recap below:


All-League 3rd Team: Jack Powell ’15

GIRLS CROSS COUNTRY Metro League champions (4th year

Overall record: 7-3 WIAA 3A academic state champions (3.538 GPA) 18 records (individual/team) broken.

Sea-King District 2 runner-up


Team in a row)

WIAA 3A state runner-up Individual

Metro League champion

Andrea M. ’15 (18:01) Metro League runner-up: Sophie C. ’17 (18:24) Sea-King District 2 individual champion: Andrea M. ’15 (18:01.57) Sea-King District 2 runner-up: Sophie C. ’17 (18:14.66) WIAA 3A state champion: Andrea M. ’15 (17:49.83) WIAA 3A state runner-up: Sophie C. ’17 (18:01.63)

Metro League honors

Coach of the Year: Sally Revere ’79 All-League 1st Team: Rebecca Delacruz-Gunderson ’14, Andrea M. ’15, Sophie C. ’17 All-League 2nd Team: Fran Querdasi ’14, Emily Wood ’15, Casey C. ’16

BOYS CROSS COUNTRY Metro League honors All-League 2nd Team: Killian P. ’15



Spring/Summer 2014

andrew tat ’12

Kimijah K. ’16, center, and the rest of the girls basketball team provided plenty of excitement during their 14-9 season, including a six-game winning streak.


Overall record: 7-3 Metro League tournament: Abby E. ’17 (3rd place), Sadie L. ’15 (6th place)

BOYS GOLF Overall record: 9-3 Metro League tournament: Giebien Na ’16 (6th place), Thomas Thongmee ’14 (9th place)

GIRLS SOCCER Overall record: 3-11-2 Metro League honors (Mountain Division) All-League 1st Team: Kate M. ’15, Kailee M. ’15 All-League 2nd Team: Olivia D. ’15, Katie B. ’16 All-League honorable mention: Emily G. ’15, Claire T. ’17 WIAA 3A academic state champions (3.874 GPA)

GIRLS SWIMMING & DIVING WIAA 3A state runner-up WIAA 3A academic state champions (3.862 GPA)

Clayton Christy

A team-f irst mentality helped the football team break 18 school and individual records on its way to a seven-win season. VOLLEYBALL


Overall record: 3-11

WIAA 3A state third place WIAA 3A academic state champions (3.725 GPA) WIAA 3A state individual champion: 500 freestyle: Abrahm D. ’15 (4:29.56, All-American automatic) 200 IM: Abrahm D. ’15 (1:47.60, state record and All-American automatic)

Metro League honors (Mountain Division)

All-League 1st Team: Devin C. ’15 All-League honorable mention: Jenny Smith ’14

WINTER SPORTS HIGHLIGHTS GIRLS BASKETBALL Overall record: 14-9 Sea-King District 2 participant

Metro League honors

All-League 3rd Team: Christina Cheledinas ’14, Kimijah K. ’16

BOYS BASKETBALL Overall record: 10-11

Metro League honors

All-League 1st Team: Isiah B. ’16 Honorable mention: Daejon D. ’17

COED SWIMMING & DIVING Dual meet record: 6-1

Metro League relay champions Metro League team champions COED WRESTLING

Dual meet record: 2-8 Regional participants: Hallie Dunham ’15, Serena X. ’15, Jadyn B. ’15. ■ Mike Lengel is digital communications specialist at Lakeside School: mike. or 206-4402955. Statistics compiled by Chris Hein, assistant athletic director at Lakeside: 206-440-2750 or chris.hein@



by Allison conkin

Lecture lineup for fall


wo of the four lectures for the 20142015 Lakeside Lecture Series have been finalized and feature speakers knowledgeable on the global economy and the American political system. All evening lectures are free and open to members of the Lakeside community. Please watch for your postcard arriving in mailboxes by September announcing the full slate of next year’s speakers!

Fareed Zakaria: Tuesday, Sept. 30

Television personality, magazine editor, newspaper columnist, and author Fareed Zakaria will be the BGI Speaker on Economics. He will share his views on “what it means to live in a truly global era and how understanding today’s global economy — and how people, corporations and governments fit into it — requires a far more complex understanding of the interaction of politics, culture, technology, and economics.” Zakaria reaches millions each week with his thoughtful commentary and analysis via print and television media as host of CNN’s “Fareed Zakaria GPS,” editor-at-large of Time magazine, and as a columnist for The Washington Post. Since 2008, his Emmy-nominated program on CNN, which features in-depth interviews with world and business leaders, journalists, and politicians, has been seen in more than 200 million homes in more than 210 countries. Before moving to Time in 2010, Zakaria was a columnist at Newsweek and editor at Newsweek International. In addition to his regular column in The Washington Post, he has written for The New York Times and The Wall Street Journal. “The Post-American World,” Zakaria’s most recent book, was lauded in The New York Times Book Review as “… a relentlessly intelligent book” and by The Economist as “… a powerful guide” to facing global challenges. More at

David Gergen: Wednesday, Oct. 29

Political commentator, professor, former presidential advisor, and author David Gergen will be the Belanich Family Speaker on Ethics and Politics. Gergen has been active in U.S. politics for more than three decades as a presidential advisor to leaders on both sides of the aisle and as a political commentator. He served four presidents — Richard Nixon, Gerald Ford, Ronald Reagan, and Bill Clinton — in a variety of advisory roles. He now is professor of public service and director of the Center for Public Leadership at John F. Kennedy School of GovernDavid Gergen ment at Harvard University and a senior political analyst for CNN. He is also at work on a new book about renewing America’s political culture. His work as director of the Center for Public Leadership has enabled him “to work closely with a rising generation of younger leaders, especially social entrepreneurs, military veterans, and Young Global Leaders chosen by the World Economic Forum,” according to his website. A veteran of the U.S. Navy, he is a member of the Council on Foreign Relations and a member of the U.S. executive committee for the Trilateral Commission. You can read more at Gergen arrives just in time to provide his unique perspective on the looming midterm elections. All lectures begin at 7 p.m. (doors open at 6 p.m.) in St. Nicholas Hall. Seating is limited and is first come, first served. RSVPs are appreciated: or 206368-3606. Please contact us to request special accommodations or for more information. ■ Allison Conkin is special events coordinator.

Fareed Zakaria

• An evening lecture series by Upper School teachers in January and February raised $2,000 for UNICEF to help with disaster relief in the Philippines. Organized by English teacher Amy Kaz and her 10th graders, the effort was part of the sophomore English classes’ recent emphasis on integrating studies with service learning. Lecturing about their scholarly interests and career highlights – ranging from the parts they play in the Seattle art scene to their experiences in diplomacy, research, and journalism – were Tom Doelger, Antonio Hopson, Barry Wong, Chad Weiss, Stephanie Wright, Alban Dennis, Sheila Daniels, and Jodi Rockwell. • Global Online Academy, in its third year since being launched by Lakeside, now has 50 member schools in 22 U.S. states and eight countries (Eton College in Britain and African Leadership Academy in South Africa are the two most recent international additions). Executive Director Michael Nachbar says the academy is on track to register 1,000 students next year in 57 classes. GOA this year began Global Learning Networks, where teachers who share a specific role within a school (e.g. librarians) or interest in a common topic (such as project-based learning) collaborate online. More at • Plans for Lakeside Peru Semester, which was to be a joint endeavor with 18 member schools, have been canceled. The program was slated to begin this August. While the member schools were enthusiastic, the low number of students who applied led Lakeside to the difficult decision that the time is not right for the program. • Middle School Summer School Programs is changing focus this year to emphasize STEM (science, technology, engineering, math) classes with an “investigative learning” approach. The courses will encourage experimentation, invention, prototyping, and applying practical skills creatively. Learn more at summerschool. Sports, Inside Lakeside



7 who made their mark: Bill McMahon ’61

Athletics teacher, coach • 1974 Backstory: After graduating Lakeside in

1961, he coached intramural and athletic programs while earning his B.A. from the University of Washington. Following a seven-year tour in the United States Marine Corps (and another UW degree, in PE), he came to Lakeside in 1972 to teach PE part time and coach football, basketball, and baseball, becoming a full-time teacher and coach in 1974.

Best known for: Helping transform PE into a fitness-based program with an eye to health and lifelong fitness interests. Coaching football for 39 years (33 as head coach), basketball for 25 years, and baseball for 15 years. Serving as athletic director for five years and head of the PE department for 20 years. “Those aren’t accomplishments but were the means to interact with hundreds of incredible kids and wonderful teachers/staff.” Memories: Camp Hardcorps, five days during “January Days”: “taking a group of 15-20 kids to a site, often on the Oregon coast, and exposing them to different living experiences filled with varying degrees of deprivation. Fasting, sleep deprivation, extended exercise of varying forms, etc. Sounds bad? It was the most sought activity each year.” Fitness testing with all sophomores and freshmen: “Not necessarily an activity the students enjoyed, but one they remembered.” Phyllis Byrdwell

Chorale teacher for Upper and Middle schools • 1983 Backstory: Her first job in Seattle was a

musician with Mount Zion Baptist Church. Working at the pre-school nudged her to return to school to earn a Master of Arts in music education. She first filled in for a teacher on leave at Lakeside, then was offered a spot teaching glee club, later renamed Chorale.

Best known for: Sitting on a high stool in front of singing groups. Singing a variety of music in her classes. Caroling around the school at holiday time. Working for diversity (“sorely lacking when I arrived”), including her role in forming the all-school diversity committee and



Spring/Summer 2014

PE teacher and coach Bill McMahon ’61 with Lloyd Frink ’83.

in the founding group of the People of Color Conference for independent schools. Memories: The Chorale singing “Nkosi Sikelel iAfrika” (South Africa national anthem) directed by South African president Nelson Mandela and accompanied by the Seattle Symphony at Benaroya Hall when Mandela visited Seattle; “What a high!” Also: “Middle School Director Harry Finks’s work to foster diversity among the students and adults. He did much to make students of another culture and hue feel welcome at Lakeside. Working with T.J. Vassar, who was one of the only Afro-American teachers at Lakeside, on so many levels (mentor, committee colleague, teacher, friend). Hearing the Middle School students singing as they are going down the hall.” Kathleen Sears

Middle School teacher • 1984 Backstory: After traveling and directing

an intercultural program in Kenya for five years, she married Bob Mazelow and spent a

Lakeside School Archives, 1983

year traveling with him through Asia before returning home to Seattle. They both got jobs at Lakeside, having been encouraged to check out the school by a Lakeside student whose family lived in Kenya for a year and who attended the International School of Nairobi where they taught. Best known for: A passion for social justice.

Starting the service program at the Middle School. Teaching every history and English class at the Middle School before landing happily in the life-skills department. Coaching Upper School speech and debate for several years. Co-leading global program trips with Mazelow to Kenya, Indonesia, and India.

Memories: “Lots of laughter with Middle School students (they are so fun and funny!). Private audiences with the Dalai Lama on two Lakeside India trips. As an anthropology teacher in the late ’80s, setting up a yurt on the Middle School field for an overnight experiential lesson in communal living when the worst wind storm in decades hit, snapping struts, collapsing

Talented teachers bid goodbye after 20-plus years

Phyllis Byrdwell conducting Chorale, circa 1990s.

Lakeside School Archives

Lakeside School Archives, 1998

Kathleen Sears in her Middle School history classroom.

the yurt, resulting in fleeing cold and wet into the library where we spent the rest of the night.” Alicia Hokanson

Middle School teacher • 1987 Backstory: After teaching stints that included

a few years in South Australia and seven years in a one-room school for grades 1-8 on Waldron Island, a fortuitous encounter with a then-Lakeside teacher led her to Lakeside in 1987. “It was like coming to teacher-heaven!”

Best known for: Encouraging students to

send their work out to River of Words national poetry contest and the Scholastic Writing programs, resulting in many national winners and finalists. Initiating and then working with colleagues and the students every spring to put out the Middle School literary magazine, rated each year by National Council of Teachers of English from “excellent” to “superior.”

Memories: Winning “Poetry Teacher of the

Year” from River of Words and accepting the award at the Library of Congress in 2003. “Put- ➢ Alicia Hokanson in her Middle School English class.

Tom Reese, 2014

Inside Lakeside



ting on the 6th-grade Shakespeare festival from 1989 to 2002; four sections of 6th-grade English each performing a different play, complete with costumes, music, sword play and all the craziness of 11- and 12-year-olds taking the stage!” KATY OLWEILER

Middle School counselor • 1987 Backstory: At age 7, she told her parents she

would live in Seattle after college and she did, moving here from across the country after grad school. After nine years counseling at a public school, she planned to leave education, having completed a graduate program in public policy. But “serendipity intervened” after she heard about the new counseling position at Lakeside from a former school colleague whose friend taught here. Best known for: Her

nickname, “Ms. O.” A longtime passion for neuroscience. An office packed with students.

Memories: “The highly

anticipated 8th-grade Lava Caves trip in the fall. The bear who joined our 7th-grade hike. Years and years of lunch groups in my office. The sign in my office that says ‘If These Walls Could Talk.’ Having Jamie Asaka [now Middle School assistant director] as a student, colleague, and supervisor. The audacious student support team. My less-than-stellar but enthusiastic pursuit of relearning the violin and playing with the MS Orchestra class.”

Will Bascus, PE department head, directing Middle School students.

missed teaching and, moving to the Northwest, joined Lakeside as a teacher of drawing and painting in 1988.

‘influential high-school mentor.’ ”

Best known for:

Backstory: He first

Putting up lots of visual examples on walls to show multiple approaches and cultures. Projects that encourage students to increasingly build their own sense of vision. Activities that promote creative thinking and risk-taking along with a framework for knowing how to guide outcome and solve problems. Faculty sponsor of Amnesty International Lakeside Chapter for some 20 years. Her students’ top recognitions at the Puget Sound Art Show. Memories: “Carrying art supplies and art for

Ellen Kendall-Eyre

Upper School arts teacher • 1988 Backstory: With art and illustration

degrees, she taught for a while, worked in the animation industry doing paintings for network television (including Bill Cosby’s Fat Albert), and did freelance illustration but

Tom Reese, 2013

displays up to the top floor of Bliss before Pigott Family Arts Center was built. Assignments for first-year art students, mandalas; second year, figure drawing with costumed models; third year, art history as a springboard for personal work. Attending an awards ceremony at Stanford when a former advisee selected me as

Will Bascus

Middle School PE department head • 1993 taught physical education and coached basketball in his hometown of Brawley, Calif., then at Seattle Public Schools and The Bush School, before becoming an assistant basketball coach at Eastern Washington University, Montana State University, and the University of Washington. In 1993 he came to Lakeside to work in the Lakeside Educational Enrichment Program, then began teaching physical education in the Middle School. Best known for: His goal to “make physical

education enjoyable, challenging, and accessible for all students.” Says Middle School Assistant Athletic Director Sandy Schneider: “Besides his 130-plus students, he does all the little things without fanfare. He is the person who hands out equipment during lunch or walks around the field at the end of the day and picks things up. For years he monitored the study hall and was the gym manager for weekend sports competition. At one time he was the varsity boys basketball coach and he coached track at the Middle School. A man of many talents, he is a master teacher with a towering but gentle presence.” Memories: “Laughing and

Circa 1990s

Middle School counselor Katy “Ms. O” Olweiler with students in Halloween costumes.



Spring/Summer 2014

Lakeside School Archives, 1998

Upper School arts teacher Ellen Kendall-Eyre looking at a project with Lauren Holland ’98.

visiting with students and colleagues. Seeing students grow up and return as parents. Watching students achieve physical goals.” ■


• Upper School photography teacher Barry Wong’s still life photograph “Sake” was featured at the Wing Luke Museum gala/auction.

Applause please … • Jamie Asaka ’96, head girls lacrosse coach and Middle School assistant director, was inducted in October into the Washington State Lacrosse Hall of Fame. Noting her coaching record as “one of the most successful in state history,” the selection committee called her “instrumental as a coach, educator and leader in girls lacrosse by shaping the studentathlete experience at virtually every level in the Washington state lacrosse community.” • Upper School history and science teacher Kathryn Brooks’s paper on how social relationships impact physical well-being was published in January in Health Psychology, a prestigious publication from the American Psychological Association. • Upper School arts teacher Jacob Foran this year has had a solo window exhibition as part of the Storefronts Seattle project in South Lake Union; sculptures in “Diversiform,” a show at Seattle Design Center in Seward Park Clay Studio gallery; and “Essence,” a solo exhibition of large-scale ceramic sculpture at Seattle Design Center, represented by Yama Project. • Sheila Daniels, Upper School drama teacher, directed “King Lear” for Seattle Shakespeare Company in April and “The Normal Heart” in January-February for Strawberry Theatre Workshop, a production whose acting talent included Rob Burgess, Lakeside maintenance foreman and theater director. • Jodi Rockwell, Upper

• Andy Law, who teaches both English and kung fu arts at the Middle School, earned the rank of master, or sifu, this summer from the Jow Ga Kung Fu Athletic Association. ■ “Minotaur” by Jacob Foran.

School arts teacher, had a show of her drawings on wood, “Woodscapes,” in January at La Bodega in Pioneer Square.

“Sake” by Barry Wong.

“Woodscapes” series by Jodi Rockwell.

• Upper School librarians Heather Hersey and Sue Belcher had an article, “Flip Your Library,” in the DecemberJanuary issue of the journal Learning and Leading with Technology. • Amanda Darling, Lakeside communications director, has been chosen as a SimpsonScarborough Scholar, a professional development program for “promising young communications and marketing practitioners new to the field of educational advancement.” • Lakeside trustee Henry L. “Skip” Kotkins Jr. ’66 had an article, “How Good Boards Get Better,” on best practices for trustees of independent schools in the spring issue of Independent School magazine.

Clayton Christy

Washington State Lacrosse Hall of Fame inductee Jamie Asaka ’96 hoists the championship trophy after winning the 2013 girls state championship game. Inside Lakeside





Spring/Summer 2014

Bold& doable T

Lakeside’s new ideas for what students should learn

here’s that old saying, if it ain’t broke, don’t fix it. But when it came to Lakeside’s curriculum, Head of School Bernie Noe decided that didn’t apply. No one, including him, was saying the curriculum was broken. (Didn’t students and their families, colleges, and an accreditation report, sing Lakeside’s praises?) Yet he decided to have the school take what he called a zero-based look at what should be taught and how. He charged each department to come up with two “bold and doable” ideas to help ensure the curriculum remains “relevant and future-focused.” The ambitious effort has stretched over two years and involved nearly 200 people, mostly teachers and other school leaders, along with representatives of alumni, trustees, and students and their families.

Why do this and why now? “Two things,” says Noe. “It was certainly influenced by the fact that significant changes are taking place in the world: The world of work. The way information is delivered. What skills and knowledge are necessary to thrive now. And then, there was the fact that the last time we did a complete review was 1986. We needed to adjust.” Clearly it’s been a time of ferment nationally about education, as schools adjust to everything from Common Core, national standards of what students are expected to learn in public education; to technology that can track students’ mastery of concepts; to MOOCs, or massive open online courses, shaking up many institutions of higher education. As Noe told the Board of Trustees at its 2012 retreat, which was one of the first steps on the review’s path: Analytics can now help teachers figure out how well they’re doing with their teaching, which will lead schools in the future to customize how individual students are taught based on results. In the information age, questions loom, like: Should students memorize anything they can look up in fewer than three minutes? But there was no blueprint or “best practices” model the administrators could find to follow. Most schools do not get such wide input on curriculum from teachers, never mind all reaches of their communities. Upper School Director Alixe Callen noted that ➢

Curriculum refresh




Aug. 29 Faculty and staff learn and practice “design thinking,” a method pioneered by Palo Alto-based design firm IDEO that calls for observing people’s needs, then brainstorming, prototyping, and refining solutions.

April 15-16 Professional development days: Leaders from Stanford, Harvard, and Global Online Academy visit Lakeside to offer behind-the-scenes looks at their change initiatives, including Stanford’s 2012 revision of undergraduate curriculum.

A few takeaways

Students, Stanford & Lakeside

hanging cultures is difficult and each school must consider what’s realistic for it. Students benefit from interdisciplinary studies, but traditional academic structures and thinking can be hard to morph; initiatives that “seed” the idea are more doable. A Stanford leader: “Everyone has blinders on” about what’s essential to learn, influenced by what inspired them; “watch for that.” But today’s explosion of knowledge in a diversity of fields has forced progress: While in the early 1990s a major battle ensued over whether Stanford would require a Western civilization course, by the time of the 2012 revision no one maintained there is a single coherent body of knowledge that every student had to have.

e (Stanford and Lakeside) teach a lot of the same kids, encounter the same kinds of issues. We are teaching students who are exceptionally bright, energetic, quite passionate and highly motivated compared with peer groups. For all these extraordinary accomplishments, they are not always very reflective about what they are learning and why. They are master multitaskers and it comes at a cost … .



“They tend to be risk averse. We are complicit all of us in this. In an age when college admission has become an arms race, why would they take risks? They are leading so much of life piling up dossiers, they are very averse to trying something they might not be good at. They don’t want to risk that they may be dinged with a bad grade.”

Bold&doable in the public-school world – where she spent her career before coming to Lakeside last year – change typically is prompted by government mandates.

Questioning presumptions Middle School Director Elaine Christensen ’82, who organized the review, gave these guiding principles to participants: Question all presumptions and ask, What are we missing? What no longer makes sense to do? Find the place, she suggested, that’s neither “change for change’s sake” nor “letting ourselves be complacent.” The “North Star” to follow, she told them, 22


Spring/Summer 2014

were the school’s educational goals already in place: academic excellence, diversity, global reach, an ethical foundation. But they were asked to consider: Was the curriculum really what students needed to learn, not what adults wanted to teach or were comfortable teaching? Was it based on the most informed research and thinking and taking advantage of evolved technology, about how students learn best? Did it promote attitudes and attributes students will need to succeed as adults in the world they’ll inhabit? Did it take into account who the school’s students are today – their diverse backgrounds, immersion in technology, and their uncertain world?

– James Campbell, Stanford University professor

What’s bold, what’s doable? “Bold” ideas, Christensen told them, meant “audacious, creative, decisive, and educationally innovative, informed by the most current, relevant scholarship.” “Doable” ideas meant those that (1) didn’t cost a lot of additional resources and (2) would not be frowned on by highly selective colleges (what Noe called “the brutal reality of college”). While media is full of the battles of teachers and unions and culture wars on what to learn, the Lakeside endeavor was quite different. Not that some weren’t skeptical, fearing fads or putting too much on teachers’ and

|2013 Spring Teachers collaborate on writing the “habits of mind” (skills, attitudes, and behaviors) that each department believes its students should have by graduation. Some are meant to cross disciplines (e.g., listening with understanding and empathy; managing impulsivity), others to be particular to a discipline.

Upper School science habits of mind ➦ Think like a scientist (learn this by “doing science”). ➦ Curiosity and interest in exploration. ➦ Knowledgeable, responsible citizens (an ability to see how science connects to the world).

Like Goldilocks’ porridge In the end, the “bold and doables” adopted represent change that is not radical but is real. As Noe says, bold but not too bold. Just bold enough. Kind of like Goldilocks’ porridge.

information, drawing conclusions).

➦ Innovation and creativity. ➦ Inspiration and confidence to study more science (science is fun!).

➦ Skills in collaboration and team work. ➦ Respectful skepticism; critical thinking. ➦ Problem-solving skills. ➦ Structured thinking.

students’ already-full plates. Noe set the tone by sharing articles that emphasized that resisting change in this era when the nature of teaching is changing was not an option. When he saw the eventual results, he was gratified. “Often educational places are very stuck,” Noe says. “To be this open was remarkable.”

➦ Communicate clearly (vocabulary, organization, supporting

➦ Draw connections between different scales and disciplines. ➦ Apply knowledge to new situations. ➦ Design an experiment, given an open-ended challenge. ➦ Analyze and interpret data.

For example, a computer program developed specifically for Lakeside Middle School math students that coaches them at their own pace. A “playground model” in Upper School science that uses a more active, student-directed discovery approach (more on Pages 25 and 27).

What’s next? The ideas will be put into place over the next five years. Board Chair Peter Polson says that, ultimately, the test of the redo’s success will be whether the value of a Lakeside education is greater five years from now – measured in his mind by whether there’s an increase

in students’ critical thinking, collaboration, and creativity. “Changes we make over time should improve our value added and further our mission.” While Noe doesn’t anticipate another fullscale curriculum review for another 10 years, Callen says they will be adjusting along the way, monitoring scholarship and technology advances as well as feedback loops (including students, families, and colleges) that will be put in place. Says Noe: “This is the beginning, not the end.” ■ Carey Quan Gelernter is editor of Lakeside magazine. Reach her at or 206-440-2706. Curriculum refresh



2013| 2013 SPRING “Idea groups” study eight leading-edge trends; each teacher must join one. Other participants include selected Lakeside community members. Trends in learning include project-based (students work on real problems); online and blended (part online, part classroom); global (teaches students to see multiple perspectives in an interconnected world); competencybased (students work at own pace until they master skills); lateral (interdisciplinary).

Aug. 28-29 Curriculum retreat of 178 teachers and some alumni, trustees, staff, students, parents. Noe discusses both how curriculum has evolved over the years (more on Page 28) and characteristics of students today. Participants mix it up in different configurations of departments, disciplines, Upper School and Middle School levels, and idea groups. Applying design thinking, they brainstorm and ultimately pick two choices per department to explore further as “bold and doable” ideas.

Bernie Noe calls Clayton Christensen, the Harvard innovation guru (who coined “disruptive innovation”), for a reality check. Christensen deems the trends list spot-on.

October-November Departments refine bold and doable ideas, with guidance from administrators and the directors of college counseling (for how colleges might view changes) and equity and instruction (for impact on diversity and inclusion).

june-august Summer homework: Idea group leaders research and assign members books, articles, TED talks.

Bernie Noe’s recommended reads

Characteristics of students today:

➦ “The One World Schoolhouse: Education

At Lakeside:

Reimagined” by Salman Khan, for education trends.

➦ “Generation on a Tightrope: A Portrait of Today’s College Student” by Arthur Levine and Diane R. Dean, for what current students are thinking.

➦ “Higher Education in the Digital Age” by William G. Bowen, former president of Princeton, on disruptive innovation at the university level.


ome from 93 different schools, 50% from public schools; 17 different languages are spoken in homes. Arguably the most talented ever, but they come to Lakeside with substantially uneven preparation, including those who come from traditional feeder schools. Their age group:

➦ Grew up in what’s historically the greatest period of change for students since the Industrial Revolution.

➦ Have always experienced a fully digitized and global world. ➦ Witnessed the election of the first American African president and took for granted it could happen.

➦ Are pessimistic about the world and optimistic about themselves.

➦ Are cheating and plagiarizing more: Incidents are up on college campuses in the past 10 years. There was a spike at Lakeside, too (14 cases last year in the Upper School).

➦ Are pragmatic in choice of majors in college, with only 7% choosing humanities.



Spring/Summer 2014

The brainstorm Close-up: Upper School science


s one part of the retreat, teachers meet by department and work with students, parents, trustees, and alumni to come up with bold and doable ideas. Here’s a peek at the Upper School science discussion: The teachers start out by giving the nonteachers a little background (Upper School science has actually had a head-start on redoing its curriculum). In 2011, following Lakeside’s favorable report from an accreditation team, the science department sought more-detailed suggestions and brought in an outside reviewer. He lauded their skill in teaching the content of their disciplines but noted they weren’t teaching all the skills they said they wanted to emphasize, such as creative thinking. The teachers came up with changes during a three-day retreat in 2012 and have been trying them out, including what they call “the playground model,” evoking kids who eagerly play and discover. The model includes using class time less for lecture than for students collaborating with each other and teachers, often on challenging, fun experiments and projects, like making roller coasters or Rube Goldberg-like contraptions. The model means students have more responsibility to come up with questions and design their own experiments, rather than being given a set assignment that leads to a “right answer.” The teachers are seeing results with the new approach: Students’ fears of an adverse effect on grades have eased as they’ve adapted and gained success. Now, with the schoolwide curriculum review, science teachers have a chance to take another look, this time getting feedback from the trustee, parent, and two students


Upper School science teachers, joined by a trustee, two students, and a parent, brainstorm bold and doable ideas as part of the August curriculum retreat.

who join them, says Caryn Abrey, the department chair. Abrey leads the group in its assignment to spend much of the day considering who Lakeside students are today, whether science teaching is meeting kids’ needs, and what they might be missing; then considering how bold and doable ideas can fill in gaps. Group members offer descriptions to characterize students: “Curious. Ambitious. Some are afraid to ask questions. Some of them are scared. They love to learn. Overcommitted. Sleep deprived. Every student is under some kind of stereotype pressure, whether it’s color of skin or gender. The ones who need the most help don’t ask – Why? I think mostly privilege and race have something to do with it.” The group agrees students need more instruction on how to manage the deluge of information today, and to see the “big picture” in that deluge. And they conclude that learning goals need to be made more clear – transparent – to students. When the list of “science habits of mind” (see Page 23) is passed around to the group, the students find it surprising.

The group debates several leading-edge education trends they’ve been asked to review and pick those most relevant to consider for science, starting with “competencybased learning.” That’s the idea that students should persist at their own pace until they master a concept or skill; if a student misses one question on a test, it’s not enough to take a grade and move on. They consider whether it might mess with Lakeside’s shared culture and with class dynamics if students are working on different things at different times. One teacher wonders whether she can really have a class that all earns A’s if everyone eventually masters the material. In the end, they believe the goal is worthy. The toughest thing the teachers grapple with is how they might grade in ways that encourage students to try without fear of failure and that assess creativity and collaboration. If the new skills are worth only a few points, students won’t feel they can afford to put much effort in that direction – but are the teachers really prepared to give collaboration equal points as a test score? A student who has struggled in science asks, hopefully: “Will it

change me from a C student to a B if I’m all team-worky?” One teacher says the one thing she hates about her job is grading: the exercise of parsing differences between strong Student A and strong Student B; feeling she has kids’ college futures in her hands. It’s a dilemma that won’t be resolved in this session but that they resolve to work on. After lunch, the group is ready to tackle Phase 2, the big brainstorming. Everyone is to scribble ideas onto stickies, without worrying about how realistic the ideas are. In quick succession, they slap dozens of stickies onto a large white board; many include pipe dreams for a utopian world – no grades freshman year; every student in my class could get an A. Next, in Phase 3, they winnow these down by voting for their top two picks for bold and doable proposals. The pipe dreams disappear while others get multiple votes. Some they will incorporate though they don’t end up being their B&Ds. • Allow students to explore in chemistry lab and not just conduct experiments. • Make “so what” the central question for all our units, classes; why are we learning this? • More games, labs, simulations, challenges. • Match assessment to what we value about the course. • Build asking for help into the culture of science and other departments. • Partner with local labs and businesses for real-life experiences and for research, to give all advanced students the opportunities that only some students with family connections may obtain. The last becomes their second bold and doable idea, along with the playground model. ■ Curriculum refresh



2013|2014 Dec. 3 Open house of bold and doable ideas: Groups of teachers rotate and visit other departments’ presentations. Departments discuss feedback, further refine ideas.

Jan. 10 Board of Trustees at its retreat hears a sampling of proposals. Since final ideas have no financial impact, trustees don’t vote but note they’re impressed.

Dec. 12 Noe appoints a new interdisciplinary committee of teachers/administrators. It recommends ways to enhance interdisciplinary links between ideas, suggests an expanded makerspace and an interdisciplinary department.

Feb. 13 Final vote on bold and doable ideas to adopt: Voting are members of an oversight committee (six administrators, four department heads, three teachers). The committee puts ideas on a five-year timeline. April Begin putting ideas into place.

7 BIG THEMES common themes seen in the new curriculum ideas

Making connections: Getting away from artificial boundaries in favor of exploring links between traditional academic disciplines, cultures, time periods.

Seeing the big picture: Taking more of a seen-from-on-high view to detect patterns and develop critical thinking in history, science, math. And then:

Going deeper versus broader: Delving more deeply into a smaller number of the key topics versus broadly sweeping across many.

Doing versus knowing: Tackling real-world projects to practice the key skill of applying knowledge: knowing what to ask, how to find answers, interpret and vet information to solve a problem.

Growing grit: Encouraging intellectual risk-taking, creativity, and a growth mindset – that is, a focus on how students can improve with effort over time – versus emphasizing “right answers” and perfection.

Leveling the playing field: Building into courses key opportunities that otherwise only some Lakeside students would be privileged to access or have significant exposure to outside of school.

Future-focused skills: Teaching entrepreneurial, practical, and analytical skills or subjects deemed essential for the future, in required courses versus electives. 26


Spring/Summer 2014



Upper School

Upper School

 Integrate economics into history courses. Freshman/sophomore world history built

“Playground model” emphasizes student-

around themes and theme-based projects.

driven inquiry. An advanced applied-research class.

Middle School

Middle School

Global issues for grade 8; a shift from studying ancient-world history to using history to understand and address current and future issues. Syncs with Global Service Learning Program. English Upper School

Sophomore English syncs with history

Expanded project-based interdisciplinary work in STEM (science, technology, engineering, and math); key STEM skills defined, teachers measure problem-solving, innovation, and creativity. Art U p p e r S c h o o l | M IDDLE S CHOOL

All courses imbued with a global-arts sensibility.

department’s Model United Nations competition and incorporates service learning.


Middle School

Emphasizes assessment of students to

 Public speaking. Math Upper School

Computational thinking (foundation of computer programming and computer science) and quantitative analysis (ability to understand and use data) included in required math classes. Middle School

 Website created by Lakeside teacher on topics from arithmetic to calculus and beyond, including exercises, answer confirmations, hints, videos, written instructions. Students move at own pace but also interact with teacher; database logs activity so teachers can track and respond to each student’s efforts. Computer Science

Enhanced computer-skills curriculum for grades 5-8, project-based, with extensive hands-on experiences in all facets of information technology.

Upper School

ensure mastery of digital literacy skills. Middle School

Teach digital literacy skills to help students seek and take meaning from an overabundance of global information. Physical Education U p p e r S c h o o l | M IDDLE S CHOOL

Emphasis on personal fitness, with more US activities choices, more tech tools for selfmonitoring in MS. Interdisciplinary U p p e r S c h o o l | M IDDLE S CHOOL

New interdisciplinary department; initially an initiative to come up with the right model. Makerspace, a dedicated space where students can learn to use tools and materials and develop own creative projects; gives students a chance to play and challenge themselves without being graded. Curriculum refresh


History of lessons What’s taught evolves with the times


akeside’s curriculum over the years has been shaped by forces both internal and external. Since its founding in 1919, the school has responded to changing times to maintain its value and relevance in the Seattle community and larger world. Some highlights:

1920s |1930s

Moran-Lakeside School 4th- and 5th-grade students with teachers Frank Clark and Lee Bricker at “The Pool,” a lagoon on the original campus, May 1922.

1922 Focus on societal obligations and citizenship were hallmarks of the early private-school movement in the Northwest. Often founded by individuals as an entrepreneurial endeavor, independent schools in this region catered to parents whose primary concerns were preparing their children for their duties as members of the leading class and saving them from the selfishness and softness they feared could result from a life of privilege. 1923 Lakeside founder Frank G. Moran explained the school’s mission in the 1923 Maroon & Gold yearbook: “Moran-Lakeside believes that there is something more to education, as important as it is, than the lessons learned from text books. Moran-Lakeside tries to develop a rounded boy, physically fit, mentally alert, conscious of obligations to society and the opportunity of citizenship, and attuned to a Creator.” While Lakeside was ostensibly a secular school, during the first decades the school day began with a Bible reading, which later changed to weekly chapel.

1927 Graduation requirements in 1927 included two years of French and two years of Latin, along with four of English, three of math, two of history, and elective credits. Senior elective choices were economics, political science, and commercial law.



Spring/Summer 2014

Cover of the 1929-30 Lakeside School catalog.

1930 The “country day school” was a popular concept during this era. The 1930 catalog noted the idea was to “give the boys of Seattle the physical advantages of a good boarding school and at the same time enable them to return to their homes each night.” Instruction methods, the catalog continues, would be “dominated by college entrance examinations … In the grades below the last three or four years, there will be a broad curriculum calculated to train boys thoroughly to meet the complex problems of modern life. In addition to thorough work in fundamental subjects, there will be training in fine arts, manual training (shop), music, and science.”

by LESLIE SCHUYLER | All photos courtesy of the Jane Carlson Williams '60 Archives

1940s |1950s

Upper School teacher Winslow Walker, who taught ancient, medieval, and modern history, with Lakeside students in his classroom, 1944.

1940s Math and science classes were given a boost during World War II because of draft laws: They protected public-school teachers, but privateschools teachers were only exempt if 40 percent of their faculty taught math or science. School brochures created in 1942 speak to a resulting shift in curriculum: “For DEFENSE: … Lakeside boys have been thoroughly prepared in the sciences and mathematics so necessary for the assumption of the responsibility required for officers’ training. … Next year – 1942-43 – we will add the courses recommended by the War Department although our basic training has, in years past, covered most of the work the War Department recommends.”

Walter Froelich, “art director” (a nonfaculty position), with students in art class, circa 1959. Art was offered as an “extra-curricular activity” during the “athletic period,” something that Froelich told Tatler was disappointing to him.

1951 Dexter K. Strong began an 18-year tenure as headmaster. He favored curriculum to develop “in each boy the qualities that will make him a responsible, independent, creative and caring adult ready to play a constructive part in his community.” McKay Chapel was built the same year, in memory of alumni lost in World War II. Midweek religious services were added for all students, regardless of religious affiliation (or lack thereof). After the Seattle archbishop threatened to forbid Catholic boys to attend, Lakeside had to offer a separate Catholic service. ➢

1945-1950 The impact of World War II can be clearly seen in the faculty’s postwar educational goals, which included: “to develop a more active and critical ability in evaluating the various principles, philosophies, and doctrines that threaten to hold sway for good or evil in modern civilization” and “to educate men to live without being the victims of dogmatism, propaganda, and authoritarianism.” History of lessons


VIRTUAL EXHIBIT: LEEP Lakeside Educational Enrichment Program, or LEEP, celebrates its 50th anniversary this year. Check out our virtual exhibit on the history of LEEP at lakesideschool. org/archives. Read about the anniversary celebration in the Fall/Winter Lakeside magazine.

History of lessons

1960s | 1970s Lakeside students at religious services in the McKay Chapel, circa 1960s.

Bruce R. Burgess

Early 1960s

Dexter Strong’s creative initiatives included the Adams Scholars program (see Page 58) and an experimental program run in 1965, described in a 1965 News Bulletin: “The sophomores will receive no grades, except perhaps a final grade in June. Reports, conferences, and comments will replace the traditional A to E marks. Aimed at increasing a boy’s ability to evaluate his own work and to lead him toward learning for the sake of learning, the plan should eat away at what has seemed to be a growing disease, ‘gradegrubbing.’”

1965 The first Asian American student was admitted in 1953, and through the initial LEEP program, in 1965 came African American students. The more diversified study body ultimately influenced a richer curriculum. late '60s By the late ’60s, religious services ended. Strong wrote that the school would find “more effective ways to help Lakesiders become concerned and caring men.” Lakeside added courses with contemporary relevance such as computer programming and modern social history.



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Michael Cooper ’73, counselor in the summer Lakeside Educational Enrichment Program, with unidentified student bouncing on the trampoline, circa early 1970s.

1970s In 1970, females joined the teaching faculty, and in 1971, under the leadership of Headmaster Dan Ayrault, the school became coeducational. In 1975, Lakeside added a wilderness program (which later became the outdoor program).

1980S | 1990s

During the first Global Service Learning trip to China, Sophie Shulman ’06, left, and Rebecca Page ’06, play a game with village school kids near Lijiang, Yunnan province.

1990s-2000s Curriculum began to reflect a less Lakeside students playing chess during a match with Moscow School #20, 1985. In the foreground, Andrew Miner ’86, Mark Natkin ’86 at center, and Derek Edmonds ’86 facing away.

1980s By the 1980s, the school began looking outward more; the school initiated various exchanges with Moscow School #20 beginning in 1984.

Eurocentric and more globally oriented perspective under Bernie Noe, who became head of school in 1999. With a new mission focus, codified in 2004, academic departments focused more on world history, literature, and languages, and the Global Service Learning Program took shape. Some changes were controversial; the school’s laptop requirement for students grade 7 and up initially met with a fair amount of resistance when it was announced in 2001, for example. But by and large, curricular changes have been embraced by the community and understood as necessary for the school’s growth and its ability to remain relevant in a changing world. ■ Sources include: “Footnotes from the Headmaster,” by Dexter K. Strong, 1985; “PNAIS: Making a Difference,” by George Edwards, 2009; the Jane Carlson Williams ’60 Archives. Leslie A. Schuyler is archivist for the Jane Carlson Williams ’60 Archives at Lakeside School. Reach her at 206-440-2895 or

History of lessons


The art of reinvention by PAULA BOCK and CAREY QUAN GELERNTER

Along life’s way, these alumni took stock and changed course


ome were prompted by a transformative experience, some by changes in the economy, and still others by just learning to listen more acutely to an inner voice. What these alumni have in common is the courage to start careers and lives over. What they each learned from the journey has something to teach all of us. Alexa Albert '86: “I felt like somebody had granted me permission.”



She’s studied prostitution, pediatrics, psyche


or Alexa Albert '86, it’s always been about human connection — relating deeply to people and understanding what they want from life. Starting with herself. The daughter of an artist father and a mother who worked with the mentally ill, Albert was naturally drawn to the periphery. After school, she hung out on the Ave among skateboarders and punk rockers. Though Lakeside was “pretty traditional,” Albert fondly recalls teacher-mentors challenging her to apply intellectual rigor to her nonmainstream interests in landfills and ashrams. At Brown University, the psychology department was rooted in rat experiments rather than the deep exploration of human relationships she craved. So Albert carved her own niche, doing summer projects on human sexuality and family planning as part of Emory University’s research with teens who sold sex on New York City streets. That sparked her curiosity about Nevada’s legal brothels. Amid the AIDS crisis, what was the publichealth impact of enforced condom usage? And did



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being licensed and legal confer professionalism and diminish stigma for the women? Albert, pre-Internet, stamped and posted letters to brothels requesting to do research. For three and a half years, no go. Meantime, Albert and her boyfriend (now husband), Andy Sack, envisioned bringing diabetes education to America’s inner cities and rural hamlets. The plan involved walking across the country together, “a way to spend 24-7 talking with each other,” she says. When full funding for the romantic nonprofit venture didn’t materialize, they decided to teach English in the Czech Republic, a place where neither had ties. By the early ’90s, the Velvet Revolution had created amazing job opportunities as civil society rebuilt. Albert served as assistant to the minister of health, an experience that deepened her interest in medicine and health policy. Returning to the States, Albert took premed courses at night. She was accepted to Harvard Medical School — and was finally granted permission by the Nevada Brothel Association to do her condom study. That’s how she found herself in Reno, in a pink

stucco building reminiscent of a pitch-and-putt miniature golf castle, the jukebox blaring Foreigner’s “Hot Blooded.” She stayed a month, then followed up with more visits over several years and turned the experience into a highly praised book.“Brothel: Mustang Ranch and Its Women” is a deeply personal look at the lives and work of prostitutes who trusted her with their stories. After her mother was diagnosed with cancer, she returned to Seattle where she did her residency, part time, in University of Washington’s esteemed pediatrics program. She was drawn to kids with psychiatric issues, yet soon realized pediatrics focused primarily on children’s physical health, leaving the complex and interesting psych problems to specialists. You love psych, one of her mentors told her. You should be doing psych. “A fairy godmother’s wand,” Albert says of the advice. “I felt like somebody had granted me permission.” U-turn. Albert, who by now had a toddler and a baby boy, started another three-year residency, this time in psychiatry. She is now a psychoanalyst in private practice. Her office has a couch like in the old New Yorker cartoons, though some patients prefer to sit. The sessions are intensive, two to five days a week, sometimes for years. Albert bears witness as people peel back layers to understand their own unconscious. “I’ve heard some say we’re doctors to the limbic system,” Albert says. She loves her job. “This is it! I’m not changing. I’m so lucky I found it.” ■

— PB

Ken Lambert, The Seattle Times, 2013

Burke Stansbury ’95 and Krista Hanson at home with their son, Lucas, who was born with a rare neuromuscular disease and requires a ventilator to help him breathe. They were photographed last year by The Seattle Times when they shared their story to support the Affordable Care Act.

Burke Stansbury ’95

Political organizer, philanthropist, “radical” dad


he epiphany came when Burke Stansbury ’95 took a year off after his freshman year at Georgetown. Larking out to Mexico in an orange VW bus with a friend, he found himself in the middle of the Zapatista uprising of indigenous peasants. “They were the poorest of the poor, and here they were taking a stand,” facing off the Mexican army for their right to a better life. For Stansbury, something clicked. “You could say I’d had a pretty charmed upbringing,” Stansbury says. He was a multisport jock and good student, growing up in Madison Park with a corporate lawyer father and interior decorator mother (Class of 1964). By senior year he felt stirrings of unease but “it wasn’t until after high school that I started to identify that tension as social class.” The Mexico trip was the first big turning point. On his return he studied Latin American history, politics, and Spanish at the University of Montana and spent more time in Mexico and Central America. He started an organization in Missoula to pressure Congress on Latin American issues such as trade, the drug wars, and mass defoliation. Then he turned 25, and his parents unexpectedly handed him a four-page report: It detailed his $1 million trust fund; his parents inherited a much larger estate — also eventually to be his and his sister’s. “It made me feel guilt and shame, especially because I’d

Courtesy of Burke Stansbury ’95

Stansbury with fellow members of Resource Generation. From left, Allison Sparks ’98, Stansbury, Nickerson Hill ’02, and Emily Cramer Istre ’05.

just witnessed this poverty and injustice.” But then he figured out “how to turn privilege into responsibility,” going to live in El Salvador in 2001 and working for Committee in Solidarity with the People of El Salvador, eventually becoming its director. He also became a leader of Resource Generation (, a group that organizes young people with wealth and progressive values to engage in “progressive philanthropy and social justice work,” working “cross-class” with people who know their

own needs best. “I started a dialogue with my family; they were remarkably open,” he says, and together they started a foundation to begin giving away their money. Then, another major life turn. In 2009, his and his partner Krista Hanson’s son Lucas was born with myotubular myopathy, a rare and severe neuromuscular disease. “I went from my primary identity being as an activist, as an organizer, to being a dad, and being a dad of a kid with special needs. “The love I feel for Lucas is something I never really imagined. The fact he might not live a long time, and we are doing everything we can to make his life good and love him all we can. Things I never experienced when I was just on this path of politics.” He and Hanson began blogging about their struggles and joys, at first just to keep family and close friends informed. But Rad Dad magazine complimented the blog ( and published an essay by Stansbury in its anthology, “Rad Dad: Dispatches from the Frontiers of Fatherhood.” Today Stansbury’s life is a mix of being a father and political organizer. He returned to Seattle and is a community organizer for Campaign for Community Change, which works for immigration reform and to defend and expand Social Security, Medicare, and Medicaid. And after creating a specialneeds trust, with parental contributions, ensuring Lucas’ care, he and Hanson felt confident in increasing their philanthropic giving. They’re active in Social Justice Fund NW, a foundation that shares their values. “A lot of my work is training people how to tell their stories. Why we need a higher minimum wage, or health care. That drives changing the narrative, which leads to changing policy. I have a story to tell relating to my wealth and to my son and his disability. Hopefully it will affect some positive change.” ■ — CQG Alumni reinventors


REINVENTING THEMSELVES Robert Taylor ’78 coaches his basketball players at a top prep school, where he teaches economics. Just as he did when he worked on Wall Street, he starts his day early and dons a business suit and tie.


From shaping the economy to shaping kids Courtesy of Robert Taylor ’78


n high school, after canvassing mentors and teachers, Robert Taylor ’78 decided that an ideal life unfolds in three distinct stages: First, make money. Second, become an entrepreneur. Third, give back. #1. Done. #2. Done. #3. In progress. The idea of giving back, opening up the world for others, especially youngsters, was modeled by then-headmaster Dan Ayrault, a former Olympic gold medalist, whose family Taylor lived with during his junior and senior years. From birth, Taylor had been raised by his grandparents. They died while he was a Lakeside freshman, and he stayed with the gracious family of his best friend, Greg Aikens ’76, until the end of sophomore year. Then, the Ayraults invited him to move into the headmaster’s residence. “We would all have dinner together and talk about our days and share ideas and suggestions about ways to learn from our experiences. Dan Ayrault would share issues he was wrestling with at school, his thoughts on world events, his philosophy of life, and his amazingly pragmatic approach to problems. These dinners were the highlights of my days. I remember thinking that if I could be half the man he was, I would be incredibly successful.”



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At Lakeside, Taylor was a two-year captain and all-state varsity athlete in cross country, basketball, and track while also earning top grades. He went on to Harvard, earned an MBA at Columbia University, and worked his way up the ladder on Wall Street, first at Kidder, Peabody & Co. (investment banking, mergers and acquisitions), then JPMorgan Chase (working with corporations to raise money globally and invest in capital markets). When his wife’s work took the family to London in the late ’90s, Taylor launched his entrepreneur phase, serving as president of an Internet startup. After returning to the U.S., Taylor sold his company for a profit and went to graduate school in education. For the past decade, he’s taught economics and coached sports at Brunswick School in Greenwich, Conn., one of the nation’s top prep schools. How did Taylor know when it was time to start his next act? “There weren’t magical signs or tea leaves,” he says. “Life presents opportunities and you either decide to take them or you don’t.” “Think about living your life in stages and realize your goals may change,” he advises. “Think about the legacies you want to leave behind and work towards them every day.”

Taylor realized he could afford to make a career change – even with three kids to put through college – because he and his wife, a senior manager at Goldman Sachs, had built up financial security over the years. But leaving the money sector took another kind of courage. “You’re not only giving up income but also the self-image that comes with working in finance. It’s more than just a job. It helps people’s egos. It affects our economy. You’re moving millions of dollars around to their most efficient use. That’s a heady thing to give up.” Taylor has found his new calling to be “a true pleasure.” In Advanced Placement economics, he discusses with students why the housing crisis nearly caused a depression and what happens when the Fed stimulates the economy.“The kids are wonderful. Every class is different. Being a coach, teacher, advisor, I get to see kids in different ways. That’s fulfilling.” Taylor chose to teach at Brunswick in part so he could be a role model for boys who might grow up with limited exposure to successful African-American men. “Not just minority boys but also relatively well-off majority boys who would someday be leaders in their field. Everyone can benefit from challenging their stereotypical views of the world.”■



Brandi C. Williams-Moore ’96 on “The X Factor” in 2012.


Kevin Hong ’94


EVIN HONG ’94 worked eight years as a reporter and photojournalist at The Daily World in Aberdeen and now teaches second grade at Charles Wright Academy in Tacoma and mentors at-risk teens. He continues to publish his photography (one book chronicles life at summer camp; a second documents historic and vintage bowling centers). “I thought I'd be involved in journalism for the rest of my life. But with newspapers everywhere dying slow, painful deaths, a new path made the most sense. I miss the daily excitement of the newspaper business, but I have always enjoyed working with young people. Switching careers is the best choice I have ever made. We hesitate because we fear stepping out of our comfort zones. I didn't know if I was doing the right thing by pursuing teaching at first, because it meant giving up everything I knew and learning a completely different skill set. But I tell my students the same thing every day: If you don't give it a shot, you'll never know what could have been.” ■


IMMY THOMAS ’79 was in the mortgage business as a licensed loan officer – until the housing crash – while also playing in the Bollywood-rock band Manooghi Hi. He now teaches middle school English and digital media in the Edmonds School District. “It wasn't so much a reinvention as an evolution. Teaching is a blast and in middle school there is never a dull moment." ■

Olivia Powell

Kevin Hong ’94 with his class at Charles Wright Academy. Above, his photo of sunset at Samish Island, Wash., from his book, “Here By The Sea," celebrating the 90th anniversary of Camp Kirby. Below, Jimmy Thomas ’79, playing bass with Bollywood-rock band Manooghi Hi at Summer Meltdown Festival in Darrington in 2010.

RANDI C. WILLIAMSMOORE ’96 toured the U.S. and Europe backing up such big-name artists as Alicia Keys, Tamia, and Toni Braxton and has stayed involved in the entertainment business on projects as varying as “The X Factor” ; Whitney Houston’s final album, “I Look to You”; and “Sex and the City.” She now also works full time as music director at Chatsworth Hills Academy, a pre-K through 8th grade school in Los Angeles, where she designs curriculum and directs a wide variety of student musical groups and performances. “The root of my decision to move from aspiring entertainer was never to completely abandon the music industry but to deliberately seek out a way to marry my love for music and making an impact on people and people's lives into one meaningful journey. I began to reimagine the idealized image I had for myself to be only a singer/entertainer in the spotlight performing on stage. Sharing my practical experiences with artists I've worked with in the classroom, inviting artists and friends in the industry as guest speakers … to share with my students, is the greatest reward to the reinvention of my career.” ■


ATIE FREDLUND CROFF ’99 switched from communications consulting on transportation improvements and environmental issues to teaching 5th grade at White Center Heights Elementary School in the Highline School District. “Making the career change three years ago has brought me a lot of happiness. I can truly say that I love my job. I put in long hours each day, but in return my students give me incredible energy and effort. They also make me laugh every single day. There is really no place I'd rather spend my working hours than in my classroom with my students.” ■ Alumni reinventors 35

photos courtesy of Tim Armstrong ’86

Tim Armstrong ’86 on the Isle of Skye, where he teaches and does research at a Gaelic college. He looks out from a high corrie in the Black Cuillin mountains.

Tim Armstrong ’86

From biologist to Gaelic sci-fi novelist


t seems safe to bet that Tim Armstrong ’86 is the only person who quit a career as a Harvard molecular biologist to become a punk-band singer and then a sociolinguist and prize-winning Scottish Gaelic sci-fi novelist. Armstrong had always had a strong interest in science so his career seemed nicely on track as he delved into grad studies in microbiology and molecular genetics at Harvard Medical School. Except that he was bored, and restless. “Most nights, I would be out at clubs in Boston listening to bands ’til the early hours and then dragging myself back into the lab the next morning,” he wrote in an interview by email from the Isle of Skye. He realized that liking science wasn’t enough; he didn’t have the requisite passion. In what was “perhaps the most difficult decision of my life,” he quit. He drifted for some years, city to city, job to job, “everything from working on a rig in a rail yard to flipping burgers in a kebab shop in Dublin. In the end, I just washed up in Edinburgh, Scotland.” He dove deep into the punk-rock scene, played guitar, sang, and wrote songs with a band. “I was attracted by the angry energy of punk; the DIY ethos and grass-roots activism.” He started learning Gaelic from some of the Edinburgh punks who were big into the small but growing movement to revive the threatened minority language of Scottish Gaelic. He enjoyed learning the language so much he spent a year at Scotland’s only Gaelic college, Sabhal Mòr Ostaig, on the Isle of Skye. Back in Seattle, he toured the West Coast with a Gaelic punk-rock band Mill a h-Uile Rud (translated as Destroy Everything; you can find them on YouTube). But he missed Gaelic and Sabhal Mòr Ostaig, returned to Skye, and eventually earned a Ph.D. in Gaelic studies. He never felt he was good at languages but learned “it just takes time and commitment.” Gaining Gaelic fluency “made me feel so competent as a human being.” He knew he was finally in the right field, and today he’s happy teaching and researching language and community-development topics such as: What works to promote minority languages and preserve linguistic diversity in society? 36


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In 2005, in Germany on tour with his Gaelic punk-rock band, Mill a h-Uile Rud (Destroy Everything).

Asked by a Gaelic publisher to write a short story, he ended up writing a novel, “Air Cuan Dubh Drilseach” (“On a Glittery Black Sea”), which won the Saltire Society’s “first book” prize, a prestigious Scottish literary award. As reported by the Edinburgh paper The Scotsman, the judging panel said: “Tim Armstrong has brought the counterculture of his native Seattle to shape the first genuine sci-fi novel in Gaelic.” A Glasgow friend is producing an album based on the book and Armstrong will help with the lyrics.

Now he has just finished a young adult novel in Gaelic, “Feur Buidhe an t-Samhraidh” or “The Yellow Grass of Summer.” He describes it as “a band adventure story, following two young Scots on an ill-fated tour of the U.S.” (Most of us will have to wait a while to read them; by agreement with the Gaelic publisher, they can’t be translated into English for at least five years.) Of his multiple reinventions, Armstrong says: “All I did was jump at the right time, usually without looking first.” ■ —CQG


From broadcaster to budding social entrepreneur


o limits. A broader sense of community. The desire to contribute. Those are lessons Beatrice Sampong ’81 honed on her way from Head Start to Lakeside to Harvard and beyond, lessons she’s applied as her career has evolved and touched down in Accra, Boston, Seattle, London, Washington, D.C., and New York. Travel has always been a mainstay of Sampong’s life. The daughter of Ghanaian educators initially endured a daily threehour bus commute with multiple transfers to get to the Upper School from her West Seattle home. Sampong says she could not have bridged that significant geographic and cultural distance without considerable support. “Being raised in an African family, I've always had a sense of community,” she says. “Lakeside became an extended family. Other parents stood behind me. Librarians stood beside me. I had Craig Stewart (former director of development) as a mentor and Dan Ayrault (then headmaster) as an advisor." After Harvard, where Sampong combined her love of music with research in psychology, she worked as a sound engineer/overnight deejay, and then as a writer/producer for radio and public television. When she returned to Seattle seeking more broadcast opportunities, her Lakeside alumni “family” provided introductions that led to becoming a writer/producer in promotions at KIRO. And when Lakeside called a few years later, asking for her help with the Annual Fund, she took a development position at Lakeside in honor of Ayrault, her dear advisor, who had recently died. Thus began the transition from broadcasting to fundraising and ultimately to information-technology infrastructure and business development. Lakeside was a leader in the early ’90s national conversation about diversity and inclusion in independent schools, and Sampong recalls how she jumped in, helping to craft curriculum and inclusion strategies and co-teaching a popular course, Literature of the Outsider, for juniors and seniors. Sampong loved interacting with students, but – “no limits!” – wanted to make an impact in a broader arena. So, she returned to Boston to study systems and infrastructure, earning an MBA from Boston University. That led to several years as a systems analyst and technical trainer for federal agencies and startups around greater Washington, D.C. On the side, Sampong became intrigued by the idea that natural energies (magnetic, ionic, infrared) could heal and restore vitality, and she started a home business as a health and wellness coach with Nikken, a global direct-marketing health-products company. “The education has continued!” Sampong says, a smile deepening her dimples. A few years ago, she had a revelation: “Rather than seeking employment, I’m choosing to create opportunities for myself and others.” Her goal: To establish a business collective where young women can strengthen their self-esteem and skills through training

Maureen Erokwu, Vosmap

Beatrice Sampong '81: “Rather than seeking employment, I’m choosing to create opportunities for myself and others.”

and mentoring opportunities. That’s how Sampong wound up managing sales and personnel at Encore, the grande dame consignment boutique on Manhattan’s Madison Avenue where Jacqueline Kennedy Onassis regularly brought her gently used items. Juggling statistics and money, along with hangers, Sampong approaches the venture as an apprenticeship that will lend retail savvy to the opening of her own storefront – a space where young women can generate sales income while learning business and life skills. “I’ve become a believer in new thought,” Sampong says. “You can get what you desire when you set an intention.” ■

Shaun Griffen ’75 writes in the Personal Story feature about “phase 2,653 (approximately) of what I hope and fear is a lifelong reinvention process.” See Page 57.


Paula Bock is a Seattle writer and parent of a Lakeside Middle School student. Reach her at Carey Quan Gelernter is editor of Lakeside magazine: carey.gelernter@lakesideschool. org or 440-2706. Alumni reinventors



Members of the Class of 2009, from left, Nick Hasle, Sophie Gardiner, Briaan Barron, and Chibuzo Okoro.



An evening of sharing at Pacific Science Center

n March, more than 140 alumni, current and former faculty members, and friends gathered at the Pacific Science Center for the 2014 Seattle Area Alumni Reception. Head of School Bernie Noe shared information about the work of the school and the focus of the faculty on helping students be curious, resilient, lifelong learners. Alumni Board President Tim Panos ’85 introduced the many board members in the crowd and

Classmates from 1991, from left, Joe Levy and Peter Polson.



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encouraged alums to reach out if they are interested in serving on the board. He also suggested that they join the Lakeside School/ St. Nicholas School Alumni LinkedIn page and Lakeside School Alumni Facebook page. Each of these are great ways to stay connected and learn about the happenings at Lakeside. Following the reception, guests were able to explore the center’s exhibits and visit with their friends. ■

From left, Andre Mattus ’13, Lara Jones ’04, and Conor Musgrave ’01.

Members of the Alumni Board, from left, Bridget Morgan ’98, Megan Mullarkey Kiefer ’98, Crystal Ondo ’99, and Tim Panos ’85.

Evelyne Rozner and Matt Griff in ’69.

From left, Phil Manheim ’00, Nick Manheim ’98, and Jonathan Manheim ’03.

From left, Judy Lightfoot, former Lakeside teacher, and Anne Martens ’93.

Classmates from 2009, Elizabeth Drake and Leland Stratton.

Members of the Class of 2009, from left, Sadie Mackay, Erika Fisher, and Alex Anderson.

Members of the Class of 1981, from left, John Pope, Laurie Frink, Mark Sherman, Malcolm Goodfellow, Kathy Jobs Gerke, and Ulrike Ochs.

From left, Jennie Wood Sheldon ’77, Lisa Haug ’75, and Emily Pease ’75.

From left, Erin Crall ’07, Lindsay Hull ’07, Blake Barrett ’02, and Christine Gilbert ’07. Receptions




From left, Cameron Colpitts ’01, Shael Anderson ’90, and David Herrman ’90.

Members of the Class of 1997, from left, Kate Tune and Julie Enright Furlan.

From left, Meredith Dorrance ’87, Lisa Christoffersen ’88, John Patton ’88, Elizabeth Joneschild ’88, and Mark Hamachek ’93.

From left, Lisa Shafer ’84 and Marie-Pierre Koban, former faculty member.



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Classmates from 1993, Hana Rubin, Maki Arakawa, and Anne Martens.

Members of the Class of 1996, from left, Steven Man, Brianna Reynaud, and Camberley Crick.

From left, Melinda Morbeck Lewison ’90, Megan Bassetti ’90, Shauna Swerland Youssefnia ’90, and Maurice Drayton ’89.



Alumni reconnect at happenin’ spots in Bay Area, Big Apple


lumni from the San Francisco area gathered at Credo Restaurant in mid-April to reconnect with Lakeside friends. Allison Conkin, special events manager, shared updates from the school. Carl Engelhardt, Middle School history department head and English teacher, gave alumni an inside peek at life as a Lakeside Middle School teacher and the ways students here are both typical and distinctive from other middle-school-age students. In late April, New York City-area alumni gathered at the private club Core. Alixe Callen, Upper School director, and Carol Borgmann, director of major and planned giving, told the group about the various initiatives taking place at Lakeside this year, including the curriculum review and the opening of The Paul G. Allen Athletics Center. Special thanks to Alex Panos ’88 and Tim Panos ’85 for hosting the New York reception. ■

WANT TO PLAN A REUNION? Are you interested in helping plan a gathering of Lakeside alumni in your area? Contact the alumni relations office at

From left, Charlie Mead ’05, Calista Victor ’07, Leigh Myer ’05, and Lauren Sanchez ’07 in New York City.

From left, Mark Reed ’89; Alixe Callen, Lakeside’s Upper School director; and Charlie Tocantins ’78 in New York City.

Members of the Class of 1997, from left, Eric Ganz, David Ordal, and David Lamson in San Francisco.

Aaron Goodman and Darcy Mullen, both Class of 2006, in San Francisco.




by paula bock

Celina Schocken ’91 receives

2014 DISTINGUISHED alumni AWARD Celina Schocken ’91 is the 47th recipient of the Distinguished Alumni Award, which honors Lakeside and St. Nicholas alumni who make outstanding contributions to their professions or communities. This citation, written by Lakeside parent Paula Bock, was presented to her at the March 19 assembly, where she spoke with Upper School students.


round the world, millions of people now have mosquito nets and anti-malarial drugs, treatment and prevention for HIV and AIDS, and access to family planning and safer births — thanks to the tireless work of global-health visionary Celina Schocken ’91. Schocken started her global journey as a young teen when she traveled to the Soviet Union with other Lakeside students on one of the first U.S. – USSR exchanges. After college she served in the Peace Corps in West Africa’s Guinea-Bissau, living in a mud hut with no electricity or running water. She helped midwives deliver prenatal care and babies. “It was tough,” Schocken recalls. No hospital. No ambulance. Few supplies. “Realistically, if a mother was in trouble, there wasn’t much we could do.” When a mother dies, the whole village cries, Schocken says. The loss ripples through the community as older girls leave school to take over the mother’s responsibilities. Schocken witnessed things falling apart for families when their children couldn’t get an education. She realized that villages, indeed, entire countries, suffer when maternal mortality and disease deprive communities of bright, educated young adults. So Schocken dedicated herself to improving health in the world’s hardest places. After earning degrees in law and public policy at University of California, Berkeley, she worked as a Clinton Foundation consultant, co-authoring Rwanda’s fiveyear, multimillion-dollar plan to combat HIV and AIDS and then serving as chief advisor to the Rwandan health ministry. Today, every patient who needs antiretroviral medication in Rwanda gets it, and a country once racked by genocide has become an international leader in public-health policy. With her powerful intellect and humble demeanor, Schocken went on to Population Services International, helping Haiti, Democratic Republic of Congo, South Sudan, Madagascar, Tanzania, Togo, Nigeria, Pakistan, India, Cambodia, Vietnam, Laos, and Thailand manage more than $1 billion in grants. No easy task: At the top, a Byzantine funding bureaucracy; on the ground, few paved roads. “Celina is a genius at helping people design programs and pitches to attract funding,” says Chastain Fitzgerald, who supervised Schocken at the nonprofit PSI. “She knows how to work within the developing world, all the crazy obstacles she’s going to face, but she’s not daunted.” Democratic Republic of Congo. Twelve million mosquito



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Celina Schocken ’91 brainstorms with midwives at Rwabuhihi Health Center in Uganda on training programs to reduce maternal mortality for women like the mom-to-be, left, who traveled from a rural mountain village to deliver at the hospital.

nets to distribute. Rainy season fast approaching. The logistics rivaled any battle plan. The nets were shipped from Vietnam to Tanzania, trucked overland, and cleared customs. Original strategy was to barge them, but the river was too low. Stuck. For weeks. Trains? One train ran off the rails; a mining company monopolized the other locomotives. Schocken worked every connection — customs officers, the governor, the president — then tried to rent locomotives from South Africa. In the end, to beat the rains, the nets were loaded on freight planes, then canoes, wagons, and donkeys. Before malaria season hit, filmy nets blanketed the country as planned, each strung by nail and string to protect families from malaria’s sting. “Celina is incredibly tenacious, smart and charming,” Fitzgerald says. “And she uses all that on behalf of poor people.” In 2012, Schocken focused again on maternal health. She led Saving Mothers, Giving Life, a $280-million public-private partnership aimed at reducing maternal mortality in subSaharan Africa; directed a $500-million Merck for Mothers maternal health initiative; and developed a $50-million Bill & Melinda Gates Foundation partnership on family planning. Ever the visionary, Schocken is now working on several new projects. She spent a month recently at a rural hospital in western Uganda, helping women access surgery for birth injuries such as fistula. On the horizon: helping nonprofits work more effectively and using markets to get innovative medical devices to low-resource clinics. It’s all part of a continuum, Schocken says, to help people in developing countries lead healthier lives. For improving health — and giving hope — to the most vulnerable people in the world’s hardest places, the Lakeside/ St. Nicholas Alumni Association is privileged to honor Celina Schocken ’91 with the 2014 Distinguished Alumni Award. ■



by KELLY POORT, cRYSTAL ONDO ’99 and Christine gilbert ’07

Lindsay Orlowski

Left: Young alumni sharing their insights about college at a December assembly. Right: As part of the January College Chatter event, young alumni toured The Paul G. Allen Athletics Center.

Young alums share college experiences I

n December, 40 young alumni from the Classes of 2010 to 2013 returned to campus for the annual afternoon of “College Chatter.” They shared their reflections on their Lakeside experience with Head of School Bernie Noe over lunch, then participated on a panel at assembly, sharing their insights with current juniors and seniors. Topics included deciding between large and small campuses, whether to consider specialized and technical schools, and differences

between their classes at Lakeside and at their colleges. In early January, a second College Chatter event brought 30 alumni to Lakeside to share their wisdom and catch up with current students over a casual lunch in the Refectory. Thanks to all of the young alumni who came to campus over their winter break to talk with current students. ■ Kelly Poort is assistant director of development, alumni relations. She can be reached at 206-440-2730 or

After School Special shows alums the money


From left, Alumni Board members Christine Gilbert ’07, Emile Pitre ’96, and Lauren Deal Yelish ’99.



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or the spring After School Special, a group of 25 Seattle alumni and guests got together Feb. 4 for drinks, hors d’oeuvres, and a fun and thoughtprovoking lesson in economics. Gathering in the Tom Douglas Kitchen at the Via6 complex — the venue generously donated by Matt Griffin ’69 of Pine Street Group — participants got a taste of what Aster Chin teaches juniors and seniors in her Upper School microeconomics class. Chin, who has a doctorate in development economics and also is associate director of global programs, began by asking alumni for their definition of economics and how they thought markets worked. Thoughtful discussion ensued, and par-

ticipants concluded that humans are not rational consumers and do not necessarily make “good” decisions, especially when effective marketing is in play. The casual discussion format the alumni experienced mirrors the environment that Chin fosters in her classroom. After School Specials are hosted by the Lakeside/St. Nicholas Alumni Board and provide groups of 20-30 alumni the opportunity to sample a current Lakeside class. Visit later this summer for details on the 2014-2015 After School Specials. ■ Crystal Ondo ’99 is chair of the Alumni Board activities committee and Christine Gilbert ’07 is a member of the committee.




Bill Fix ’44: Climb every mountain

hile hitchhiking across the country from New Haven, Conn., to Seattle in 1947, Bill Fix ’44 decided to hike up Tweewinot Mountain in Wyoming’s Grand Teton National Park. What he didn’t consider was how he would descend, wearing only a pair of moccasins. Ice ax in hand, Fix glissaded all the way down the mountain. When he arrived at the ranger station, the sole from his right moccasin was completely gone. The tale captures two of Fix’s personal traits: a lifelong love of mountaineering and a get-it-done spirit. Fix came to Lakeside in 1940 as a freshman. “I received more advancement in my education while at Lakeside than in my years following,” he says, adding, “The best class was our third-year English class with Harold Belgum. We learned more topics that year, from an intensive look at the gospel of St. Matthew, to a philosophy lesson called ‘Mind in the Making,’ to literature from the 1930s and 1940s.” Teacher Fred Bleakney suggested that he apply for a scholarship to Yale. “Mr. Bleakney looked out for us all,” Fix recalls. Fix won the scholarship but attended University of Washington for two years then transferred to Yale, graduating in industrial engineering in 1948. At Yale, he started the Yale mountaineering club. His love of the outdoors began in his days as a Boy Scout, when he learned to camp, hike – and glissade – and maintained trails in the Olympic Mountains and at Mount Rainier. After graduating Yale, he and four other friends spent seven weeks climbing the Coast Mountains in British Columbia. “The logistics were tough. We packed 50 pounds of cheddar cheese, 50 pounds of dried milk, cans of dehydrated meat and vegetables, and other supplies. Our supplies were free-dropped from a plane to designated spots on the mountain.” He went on to climb Forbidden Peak in the North Cascades, one of Washington’s 100 steepest climbs, with famed climber Pete Schoening in 1950; and climbed five times in India and Nepal. He worked with Washington state’s U.S. Sen. Henry “Scoop” Jackson from 1957 to 1965 to establish the Glacier Peak Wilderness Area and the North Cascades National Park. In 1991, Fix was selected as a lifetime honorary member of the Spokane Mountaineers club for his loyal service, including having served as president in 1957 and 1959. After serving a stint in the Army from 1950

William C. Fix ’44, center, was with the f irst American trekkers allowed into Bhutan, in 1975. They were led by Tenzing Norgay, left, who was one of the f irst two individuals known to have reached the summit of Mount Everest. At right, a Bhutanese guide.

Courtesy of William C. Fix ’44 | January 1975

to 1952, teaching protection from chemical biological warfare, he married Harriet Johnston, and in 1952 the Fixes moved to Spokane. There, he worked for Columbia Electric. After 20 years in the business, he took a Dale Carnegie course to figure out the next steps in his career path. He identified finance and endowments as areas of strength and interest, and obtained his investment broker license. In 1973 he began the investment business that he still runs today. Fix has spent much of his investment career managing endowment funds for several nonprofit organizations in Spokane. Personally, both he and his wife have established scholarship endowments at Yale, Smith College (which Harriet attended), and Lakeside School. Fix began giving back to Lakeside before his senior year. With summer-job earnings, “I donated $100 and a copy of ‘Goodbye, Mr. Chips’ to the library. I appreciated the Lakeside library; by the time I was 13 years

old I had read 200 books.” He has continued his generosity through gifts to the Annual Fund, by establishing the William C. Fix ’44 Endowed Scholarship, and by naming Lakeside in his will. “From 1940-1944 my Lakeside scholarship was $500 each year. The balance in our Lakeside endowment is 1,000 times that amount now. We are pleased to give back!” he explains. ■

To find out more about naming Lakeside in your will or as a beneficiary of a life insurance policy or retirement account, or to inform the school that you have already done so, please contact Carol Borgmann, director of major and planned giving, at 206-440-2931. Find helpful information about planning your estate at plannedgiving. Alumni news, Planned Giving


CLASS CONNECTIONS 1969 – 45th Reunion

Matt Griffin and Evelyne Rozner hosted Lakeside alumni and friends at the annual Lakeside/Stanford dinner in October.


See 1974 for news about Jon Crooks.

1974 – 40th Reunion

Rick Robinson and Jon Crooks ’70 have worked for the Everett Fire Department since the mid-1990s.


Lakeside’s 2008 Distinguished Alumni Award recipient Ann Scott Tyson and her husband, retired Capt. Jim Gant (U.S. Army Special Forces), visited Lakeside in November to tour the campus and learn more about current Lakeside programs. The two recently moved back to Seattle. Ann’s book “American Spartan” was published in March.

Rick Robinson ’74, left, and Jon Crooks ’70 after a small warehouse f ire in Everett on Dec. 19.


Susan Tucker ’76 writes, “Scott Tucker, Class of ’80, ran the 2013 Chicago Marathon in the ripping time of 2:41:47. Fast enough to win his age group!”


Alumni and friends at the annual Lakeside/Stanford dinner hosted by Matt Griff in ’69 and Evelyne Rozner. Clockwise from lower left, Alec Glassford ’13, Rozner, Juleh Eide ’13, Sophie Shank ’12, Griff in, Julia Purcell ’11, Andy Bench ’04, Julia Laurence ’13, and Beau Lewis ’00.

John Pope shared the following news about his classmate Dan Springer: “Dan was asked to turn Responsys [a marketing cloud software and services company] around by venture capitalists in March 2004. He did that and then subsequently took the company public in April 2011. Then on December 20, he sold the company to Oracle for $1.5B. Not only is this a series of impressive feats, but he did it by being an all-around good guy and building an incredibly strong and loyal team. Dan is a true leader and has worked incredibly smart and hard to achieve amazing business success.” John adds in a P.S.: “Dan did not ask me to write this nor does he know I am doing so. I am just a very proud friend and classmate!”


Mike O’Brien was recently reelected to the Seattle City Council on a platform



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Sean O’Donnell ’90, left, swearing in Maurice Drayton ’89 to the Washington State Bar Association. of sustainability and social justice. In his second term, Mike also joins the Sound Transit Board, where he will advocate for expanding our regional public-transit system.


Megan Coughlin was pleased to return to campus in November to bring members of Camp Nor’wester’s board and diversity committee (including David Joneschild ’90) together with the Lakeside student organizers of the SAC (Student Awareness Council) retreat. SAC student leaders were Amerra S. ’14, Henry F. ’14, Ema S. ’15, Michael D. ’15, Destiny L. ’15, and Quentin C. ’16. The Nor’wester visitors were extremely impressed with the leadership and thoughtfulness of the SAC organizers and hope for future productive and inspirational collaborations.


Alexander Panos and his wife, Chrissy, are happy to announce the birth of Nicolas Stavros Panos born Oct. 20.

1989 – 25th Reunion

Bruce Bailey ’59 writes: “On March 11, 1989, Lakeside became the first

Ann Scott Tyson ’77 and her husband, Capt. Jim Gant, visit Lakeside. Washington school to have both its girls and boys basketball teams play for their respective state championships in the same year. That night in the Tacoma Dome was certainly one of the most memorable moments in the history of Lakeside athletics. On Friday, Jan. 31, 2014, players, managers, and coaches from these teams gathered again to celebrate the 25th reunion of that special night in the new Paul G. Allen Athletics Center. The returning players were introduced at halftime of the respective girls and boys games against Blanchet.” Superior Court Judge Sean O’Donnell ’90

had the honor of swearing in Maurice Drayton to the Washington State Bar Association. Maurice and his family recently moved back to Seattle after living and practicing law in Maryland.


Upper School PE teacher Kivonne Tucker writes that Shannon White, Lee McDonald, and their son Solomon White, visited Lakeside in December. See 1987 for news of David Joneschild.


Lisa Narodick Colton is moving back to the area with her husband, Jason, and kids, Eli, 10, and Meira, 7. ➢

Alumni news



From left, Megan Coughlin ’87 (manager), Calvin Anderson ’89, John Streidl ’89, Brad Kirkpatrick ’90, Dino Christof ilis ’90, Maurice Drayton ’89, Sean O’Donnell ’90, Chris Dickinson ’90, Karla Klopfenstein Kombrink ’66, Chuck Rheinschmid (assistant coach), Walt Milroy (assistant coach), Bruce Bailey ’59 (head coach), Larry Stewart (assistant coach).

From left, Lee McDonald and Shannon White ’90 visiting Lakeside with son Solomon. recent trip through New England, I visited Theresa Wagner Romagnolo. Theresa is in her second year as head women’s soccer coach at Dartmouth College. Theresa was an assistant coach at University of San Diego and Stanford University before taking the head coaching job at Dartmouth. She and her husband, Alex, have a young daughter.” Not long after their visit, in March, Notre Dame hired Romagnolo to become its women’s soccer coach.

2004 – 10th Reunion From left, Cynthia Chinn Kong ’91 (manager), Liz Pagano Whelan ’90, Lianne Bennion Nelson ’91, Chris Pagano ’90, Vida Janson ’90, Jaimee Porter Mader ’89, Lisa Kirk Hysom ’89, Anne Swofford Acker ’90, Michelle Perkins ’92, Latasia Lanier ’90, Kivonne Tucker (assistant coach), Sandy Schneider (head coach). After spending several weeks in Seattle each summer, they decided to make the move from Charlottesville, Va., where they’ve been for 10 years. Lisa is the chief learning officer for See3 Communications, a digital communications firm working with nonprofits, and Jason manages musicians for Red Light Management. Lisa says, “The kids are particularly excited to see the ‘NARODICK’ brick preserved in the new athletics center! Go Lions!” Susanna Matsen Nazarian is thrilled to have joined the faculty at University



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of Washington as assistant professor in transplant surgery.

Henry Pedersen writes, “I’m bummed I won’t be able to make the reunion. Right now, I’ve got the best job on earth — infantry platoon leader in Afghanistan. We’ll be wrapping up our deployment soon and heading back to Germany, where I’ll be stationed for the next few years.”


Noelle Kvasnosky Luiten married Tyler Luiten in Seattle in June.

After getting her bachelor’s degree from the University of Washington, Lauren Rustad Roth graduated from the Cleveland Institute of Music in May with a master’s degree in violin performance. She won an orchestra job and is now the new concertmaster of the Tucson Symphony Orchestra. Lauren was also appointed to the faculty of the University of Arizona School of Music, where she is an assistant professor of violin.




Tyler White Phillips and her husband, Lavert, are proud to announce the birth of Blake Tyler Phillips on Nov. 12. Big brother Lavert Jr. is excited to welcome his younger brother to the family.


Bruce Bailey ’59 writes, “On my

Members of the Class of 2006 living

Susanna Matsen Nazarian ’93 enjoying a hike with husband Saman and daughter Madeline.

in the Bay Area gathered for dinner in September. Shane Easter wrote, “We are ready for our next alumni event!”


Kiet Vo is finishing up with Teach for America, teaching math at Madrona K-8 in Seattle. He is headed to the UW School of Medicine in the fall, joining several other Lakeside alumni. Charlotte Blessing, Lakeside’s director of global education shared, “Aster Chin (associate director of global programs) and I had a wonderful visit recently with Elizabeth Guyman. Elizabeth, who works for Save the Children, showed us around the Quinault area as we were looking for new Middle School Global Service Learning sites. It’s wonderful when GSL can connect with the work of our alumni!” Mac Schneider ran a 2:42:11 time in the 2013 New York City Marathon and finished 101st out of nearly 50,000 runners. He was the first finisher from the state of Washington. Also running were Lauren Whatley and Nick Donald. Nick said

Lakesiders at the June wedding of Noelle Kvasnosky Luiten ’96 and Tyler Luiten included, from left, Dan Stonington ’96, Matt Swanson ’95, Erica Riley Swanson ’96, Emily Cherkin, Megan Sandberg-Zakian ’96, Cristin Haggard Gordon-Maclean ’96, Noelle, Tyler, Eli Reich ’96, and Jared Drake ’96. Not pictured, Tim Kvasnosky ’92. it was great to have a few Lakesiders participating.


Katherine Warren has been named a Rhodes Scholar for 2014. She graduated

from Harvard in May with a concentration in anthropology. She won the prize for the top female graduate and the prize for the top undergraduate thesis. Katherine co-founded and co-directed the Akili ➢

Alumni news



Bruce Bailey ’59 visits with Theresa Wagner Romagnolo ’97 at Dartmouth. Initiative, a global youth-for-youth health project that serves 25 nongovernmental organizations and has won awards from the Clinton Global Initiative and Ashoka. She also co-directed the Athena Program, mentoring underserved highschool women in Boston. Katherine was a Truman Scholar and an Albright Fellow at the U.S. Department of Health and Human Services doing work on women’s and Native American health issues. She ran the 2013 Boston Marathon to raise money for disability research. She plans to earn a master’s degree in global health science at the University of Oxford. Kelvin Bates is the lead author on a paper that was recently accepted by the Journal of Physical Chemistry, a prestigious academic journal published by the American Chemical Society. He is a second-year graduate student at California Institute of Technology.

2009 – 5th Reunion

Kaveh Waddell has had three articles published in The Atlantic on Iranian politics. After graduating from Middlebury College with a degree in international politics and economics, he has worked



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Matthew Poplawski ’13, left, and Louis Schott ’11 led University of Pennsylvania to the Ivy League men’s soccer championship.

in product-development research and planning for National Journal. He writes, “I plan to move into journalism full time in the coming months.”


Bruce Bailey ’59 writes, “There was a good Lakeside crowd on hand in November to watch Madeline Barnes and Kyra Ray lead their ClaremontScripps-Mudd basketball team to an

Members of the Class of 2006 and friends gathered for dinner in San Francisco in September. Clockwise from bottom left, Nicholas Stevens ’06, Sarah Koo ’06, Elena Brandford ’06, Bennett Blau ’06, Shane Easter ’06, Brooke Smith, Cara Beth Rogers ’06, Ryan Barry, Stefanie Fazzio, and Drew Rowny ’06.

exciting, come-from-behind win over host Pacific Lutheran University. Madeline led all scorers with 27 points while Kyra chipped in 11 in the winning effort. Lakesiders in attendance included Tom Weeks ’74, Patrick Chinn ’86 (current Lions girls varsity coach), Christina Cheledinas ’14, and myself.”


Two recent Lakeside grads teamed up to lead University of Pennsylvania to the Ivy League men’s soccer championship. Louis Schott and Matthew Poplawski ’13 started at the two center midfield positions for Penn. Penn travels to Seattle in September 2014 to play Seattle University and the University of Washington on Sept. 12 and Sept. 14. Graeme Aegerter writes, “This fall I worked with three peers to make ‘Daughters of Emmonak,’ a documentary for a course called Project W through the Dodge Film School at Chapman University. Each group of four students was given a budget of $10,000 and tasked with making a social-issue documentary highlighting a pressing women’s issue. Our team chose to profile a domesticviolence shelter for women and children

Send us your updates

We want your notes and photos! Events big and small, personal and professional, are always of interest. Send in your baby announcement and photo, and we’ll outfit your little one with a Lakeside hat. Email notes and photos to alumni@

Graeme Aegerter ’11 with one of the children of Emmonak, in southwest Alaska. in the remote Yup’ik Eskimo village of Emmonak in southwest Alaska. Alaska Native women face the highest rates of domestic violence, sexual assault, and rape in the country, and state funding for the Emmonak Women’s Shelter (EWS) had been pulled. The EWS is the only village-based shelter in the state and its services are crucial to keeping thousands of women and children safe each year. Our team traveled to the village twice (and) were able to meet with village elders, shelter staff, survivors of domestic violence, and many other community members engaged in the fight to reclaim their culture and bring an end to the modern culture of violence. The experience was deeply moving, challenging, and inspiring, to say the least.” You can view the film at www.


Aster Chin, Upper School history teacher and associate director of global programs, shared: “While at a conference at Stanford in November, I had the opportunity to catch up with a few young Lakeside alumni going to school there. It was wonderful to connect with Peter

Ballmer, Julia Laurence, Alec Glassford, Juleh Eide, Christine Wong ’11, Julia Purcell ’11, Weston Gaylord ’11, and Sophie Shank ’12 to hear about their college experiences.” See 2011 notes for news on Matthew Poplawski, and check out this wonderful article:

Former Faculty and Staff

neighborhood of La Lucila in Buenos Aires. La Lucila is made up of little mom-and-pop bakeries, delis, cafés — I just love living in a place where you greet the shopkeepers by their names. The hard part is being away from my sweetheart, but Kathleen was here in December and we had a wonderful trip to Patagonia. Argentina is a marvelous country with friendly people and beautiful landscapes from the glaciers of Patagonia to the high desert of Jujuy. I love what I am doing.” ■

Jamie Callison, former Lakeside director of food services, has just released his new cookbook, “The Crimson Spoon.” Former Lakeside parent and chef Linda Augustine worked with Jamie on the book. Bob Mazelow, former Lakeside history teacher, says, “Buenas noches, and yep, this picture sums it up: The old man can still dance. My wife calls it ‘bad, bad husband.’ Right now (the schools) are on summer break in South America so I am traveling in the northwest near Bolivia in a region called Jujuy (I love that name). I am having a fascinating time teaching at an international school with students from 44 different countries. I live in the charming

Former Lakeside history teacher Bob Mazelow doing the “bad, bad husband”! Alumni news




If you have a remembrance to share about a St. Nicholas alumna or Lakeside alumna/alumnus that you would like to have published in the next magazine, please email the alumni relations office at alumni@ or call 206-368-3606. All remembrances are subject to editing for length and clarity. Your thoughts and memories are much appreciated. The following are reprints of paid notices or remembrances submitted by family members.  Glenn H. Carson ’41 Aug. 24, 2013 Betty Lou Gould McElroy ’44 Sept. 4, 2013 John P. Carmichael ’64 March 3, 2009 Michael Z. Jacobi ’67 Dec. 19, 2012



• Sept. 16, 2013

Annette B. Weyerhaeuser, a dedicated Christian, died peacefully on Sept. 16 surrounded by her loving family. She was born Sept. 26, 1914, in Seattle to Joseph C. and Jane C. Black. She attended St. Nicholas School and graduated Phi Beta Kappa from Vassar College. The summer before her senior year in college, Annette met her husband, Dave, a young Yale graduate from St. Paul, Minn., who had come west to work in the forestproducts industry. They married in 1937. Throughout her life, Annette was involved in community leadership in the Tacoma area. She served as a board member of the Tacoma Art Museum, forest and stewardship foundations, Tacoma Girls Club, and Annie Wright School. Additional community involvement and membership included Aloha Club, Sunset Club of Seattle, Children’s Home of Tacoma, Skyline Presbyterian Church, and Tacoma Community College, where she was the recipient of an honorary degree. She was also a founding member of the City Club of Tacoma. Annette spent many years leading small group Bible studies, and she enjoyed giving the Children’s Message at Skyline Presbyterian Church. She also worked for 30 years as a mental-health counselor. A naturally loving, gifted listener, she was able to put everyone she met at ease. Those who were fortunate enough to know or work with her felt the sincerity and depth of her care and love. Annette was always interested in social issues as well as education and the arts. Much of her charitable giving went toward educating young people and supporting Christian organizations. She also had a deep appreciation for and supported the arts. Annette enjoyed horseback riding for most of her life. In her early 60s she started taking ballroom dance lessons and before long was entering competitions and bringing home trophies. She enjoyed traveling and visited Europe, Asia, and South America, which gave her a great appreciation and understanding for the diversity of cultures around the world. It was usual for Annette, into her early 90s, to take long walks, up to five or six miles a day, mostly for her own health but also to exercise her beloved dogs. Annette was predeceased by her husband of 62 years, C. Davis (Dave) Weyerhaeuser. She is survived by her children, daughter Jane McFee, son Bill (Gail) Weyerhaeuser, and daughter Terri (Alfons) Emge; grandchildren, Kate, Lee, Drew, Ben, Jeff (Tegan), Andrea (Adam), Whitney, and Rebecca; great granddaughter Olivia; and her closest friend, Jean Flora. We wish to acknowledge and thank Annette’s loving caregivers, Dianne Frothingham, Kathy Gonzales, Alicia Ignacio, Mary Muthemba, Megan Buselmeier, Valandrea Jones, Multicare hospice nurse Tina Lewis, and others who cared for her over the years including Naomi Montgomery and Jane Oberg. Memorial gifts in honor of Annette can be made to: Skyline Presbyterian Church, 6301 Westgate Blvd., Tacoma, WA 98406 or Tacoma Art

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Museum, 1701 Pacific Ave., Tacoma, WA 98402.

MYRN KINNEAR ’37 • Oct. 24, 2013

Myrn Kinnear, born in Seattle to Roy Kinnear and Zephorina Myrn Kinnear on July 15, 1919, grew up on Queen Anne Hill. Her family moved to Broadmoor when she was 12, and she attended St. Nicholas School, Garfield High School, and the University of Washington. Myrn passed away peacefully on Oct. 24 at Covenant Shores on Mercer Island. She was preceded in death by her husband Dick Philbrick (2000) and their son Rick Philbrick (1991). She was the mother of Rick, Gary, and Rob, an esteemed member of many organizations, a gourmet hostess, and a seasoned world traveler. Always a good sport, Myrn joined her family in a lifetime of adventures: flying to Hawaii in DC6 4-engine prop planes during the early 1950s, running the Rio Grijalva of Mexico in rubber rafts in the 1960s, building a sod-roofed home on Friday Island, sailing the far reaches of the Pacific Northwest coast aboard Sea Fever, and trailering two boats, Kiyi and Wosoki, across the United States to explore the Great Lakes, the North America coasts, the Bahamas, and the Caribbean. Myrn loved college dances at the Olympic Hotel, Friday Island weekends, family gatherings, new friendships, and displaying her collections of handcrafts and antiques from around the world. She enjoyed telling stories of her Grandfather Kinnear going bear hunting from Queen Anne Hill all the way to the dense forests of Madison Park. Her grandfather Captain George Kinnear, a retired Civil War captain, was tapped to protect the Chinese during Seattle riots of the late 1800s. Her other grandfather, Samuel Goodlove Cosgrove, was elected governor of the state of Washington in 1909. With her elegant presence, Myrn participated in her “Greenhorn” Arboretum Unit founded in 1946, the Dr. Charles B. Ford Guild of Seattle Children’s hospital, the Seattle Yacht Club, the YWCA Board, the Sunset Club, the Garfield Golden Grads, and Emmanuel Episcopal Church on Mercer Island. Most of all, though, she loved her family: her oldest son, Rick, his widow, Christine, daughter Kelly (Leif), and son Rick (Sara); her middle son, Gary, his wife, Theresa, son Ryan (Krista), and daughter Morgan (Bray); her youngest son, Rob, his wife, Margaret, daughter Sandy (Jason), daughter Carrie, and son Robbie Jr.; and many great-grandchildren. A donation in her name may be made to Emmanuel Episcopal Church Memorials or any organization of your choice.

SALLY SKINNER BEHNKE ’40 • Dec. 12, 2013

Sally Skinner Behnke was a leader in the Seattle community and a woman generous with both her time and means. She left us on Dec. 12 following complications from a stroke. She was 90 years young. Sally was born Sept. 21, 1923, in Seattle, the daughter of Gilbert and Winifred Skinner. She was second of three children. Sally

attended St. Nicholas School. She matriculated to Sweetbriar College in Virginia for two years and then returned to Seattle at the start of World War II where she graduated from the University of Washington in 1944 with a Bachelor of Science. Sally and Robert (Bob) Behnke were married shortly after her graduation. Together, the Behnkes raised three sons in Medina, where Bob served as mayor during the 1960s. Sally had a deep commitment to community service and gave generously of both her time and talents. She followed in the footsteps of both her grandmother and her mother, joining the board of Seattle’s Children’s Orthopedic Hospital (now Seattle Children’s). In 1945, Sally helped establish the Olive Kerry Guild at Seattle Children’s. She would later become the hospital’s chairman of the board and lead one of the largest capital campaigns in the organization’s history. For her service, Sally was honored with the Pennington Award, the highest award bestowed by Children’s Hospital. When Sally’s son Ned was diagnosed with a profound hearing loss, she became deeply involved with the Northwest School for Hearing-Impaired Children. She would become both a founding board member and president of the school’s board. Sally was also involved with Ned’s alma mater, the Rochester Institute of Technology. She was also supportive of the Hearing, Speech & Deafness Center, ultimately founding the Ned Behnke Preschool at the center. Sally was a lifelong supporter of the University of Washington, serving as chair of the development fund board, member of the Tyee board and the UW Foundation board as well as serving on various committees and boards connected with Intercollegiate Athletics and the School of Medicine, in addition to being a member of the UW President’s Club. The UW Alumni Association showed its appreciation in 2010 by honoring Sally and Bob, and Bob’s brother John F. Behnke, with the prestigious Gates Volunteer Service Award recognizing outstanding volunteer leadership to the university. Sally was a woman of many “firsts,” serving as the first woman on the board of Washington Mutual bank and as the first chairwoman of the Corporate Council for the Arts (now ArtsFund). Sally served as a trustee of the Fred Hutchinson Cancer Research Center, taking an active leadership role with their capital campaigns, a role for which she was honored with the Grace Heffernan Arnold Guild Award for Outstanding Service to Fred Hutchinson Cancer Research Center. Sally was also an active fundraiser and board member of the Northwest AIDS Foundation (now Lifelong AIDS Alliance) and The Nature Conservancy. For her extraordinary dedication to her community, Sally was honored in 2001 with the Isabel Coleman Pierce Award for Excellence in Community Service, a prestigious award given by the YWCA of Seattle-King CountySnohomish County reserved for “an individual or organization whose efforts have contributed to enhancing the quality of life in the community.” Sally was a passionate sports fan, supporting our local Seattle teams as well as serving as a board member of the Seattle SuperSonics. She was a loyal Washington Huskies fan and could often be seen at both Husky football and basketball games in her purple sequin hat. Horses were a large part of Sally’s life. Sally didn’t own a horse until after she

was married with children when Bob encouraged her by saying, “You’ve always wanted a horse, and you’re not getting any younger. You’d better get out and get one.” Sally admired the skill and precision that was required for jumping. She belonged to the American Horse Show Association and rode in horse shows until she was in her early 70s. Bob and Sally considered Sun Valley their second home and enjoyed all that it had to offer in both winter and summer. Sally is survived by her sons, Carl G. Behnke (Renee) and John S. Behnke (Shari); grandchildren, Marisa Behnke (Corey Ginsberg), Zane Behnke (Alison), Merrill Behnke (Ryan Broms), and Drew Behnke (Chloe); greatgrandchildren, Quinn, Channing, Weston, and Logan; and sister, Nancy Nordhoff (Lynn Hays). Sally was predeceased by her husband, Robert Joseph Behnke, her son, Robert Edward (Ned) Behnke, and her brother, David Edward Skinner II. Sally’s family wishes to thank all the nurses who cared for her during her last few months: Sally Muchai, Lily Saini, Cedar Hyde, Sheila Pascua, and Linda Nygard. In lieu of flowers, donations in Sally’s memory may be made to Seattle Cancer Care Alliance.


Affectionately known as “Skippy” all of her life, Virginia Clarke Younger passed away on Dec. 7, within days after celebrating her 90th birthday. She was a third generation Seattleite who returned to the city in the 1990s after a career of teaching English literature at Grays Harbor and Pierce colleges. She attended St. Nicholas School, Scripps College (1945), and earned master’s degrees at Columbia University (1940s) and Western Washington University (1980s). Skippy’s fondest childhood memories were of summers at the beach (Bainbridge Island), Shining Mountain Camp (Montana), and sailing through the San Juan Islands with her best friend Mary Randlett and younger brother Cappy Clarke. She knew from an early age that she wanted to be a teacher and nurtured a lifetime love of English literature (especially Shakespeare and the romantic poets), which she shared generously with her many students and family members. Later in life she loved sharing time with young family members at the Elkhorn Ranch in Montana. Skippy is remembered by her family and friends as being remarkably supportive and for her unflinching determination to face life’s challenges and opportunities in equal measure. She was an inspiration to all of us on how to live both a principled and joyful life. She is survived by her daughter Erin Younger, son-in-law Ed Liebow, granddaughter Nabina Liebow, her brother, numerous nephews, a niece, and their families. Remembrances may be made to the staff appreciation fund at the Ida Culver House Broadview or Bertschi School.

MARY HORNBY WIEBE ’56 • Jan. 14, 2014

Surrounded by loving family, and after a courageous and graceful fight with cancer, Mary Hornby Wiebe left us Tuesday, Jan. 14. She was 75. A Seattle native, Mary moved to Athens, Ga., in 1967. The daughter of the late Cedric Cornwall Hornby and Evelyn Texley Hornby, Mary was a member of St. Mark’s Episcopal Cathedral and graduated from St. Nicholas School. ➢ In Memoriam


➢ IN MEMORIAM: alumni She debuted at the Winter Ball 1956. Mary attended Smith College and later the University of Georgia. A lifelong volunteer, Mary loved offering her time and talents to her community and church. She is survived by her children, Sam (Vonda) Wiebe of Snellville, Ga., Lisa (Rob) Audino of Statham, Ga., and Muffie (Scott) Waterman of Campbell, Calif.; her sisters, Kim Brown and Valerie Rout; and her six grandchildren. Memorials may be sent to St. Mary’s Hospice House, Athens, Ga.

RITA GIESE HARRAH ’51 • Feb. 9, 2014

Rita Giese Harrah died Feb. 9 in Studio City, Calif. Rita was born in Seattle on Jan. 30, 1934, to Anne and Paul Giese. She and her four brothers and sisters grew up on Queen Anne Hill, and the family enjoyed summers on Orcas Island and hiking at Mount Rainier. Rita started St. Nicholas in the 1st grade and was one of the few 12-year girls. She was a gifted pianist, outstanding student, and avid skier. After graduating from St. Nicholas in 1951, Rita attended

Stanford University for two years and continued her education at Middlebury College and Connecticut College, graduating with degrees in French and music in 1955. While in New England she met David Harrah (Lakeside 1944), and they were married in Seattle in 1955. Rita and Dave lived most of their married lives in Riverside, Calif., where Dave was a professor of philosophy at the University of California, Riverside. They had two sons, Shane and Mark, and the family traveled to the Northwest almost every year to visit family and friends. Rita pursued her interest in music and played the recorder with a small group. She also enjoyed teaching aerobics at the Riverside Sport Clinic. Rita is survived by Dave, her husband of 58 years; sons Shane Harrah (Ning) and Mark Harrah (Ana); granddaughter Christina Harrah; brothers Erich Giese (Sue) and Paul Giese (Lucretia); sisters Marilyn Giese Sherman (Jim) and Gretchen Giese Ramsdell (Steve); and three nephews. Rita’s kindness, generous spirit, and sweet smile will be remembered.


Charles “Chad” C. Hindman, 92, died peacefully, surrounded by family and friends. Chad was born May 21, 1920, in Portland, Ore. He was the grandson of Thomas Honeyman, a Portland pioneer hardware merchant. At Honeyman Hardware he learned the value of hard work at an early age. He attended Ainsworth Elementary, Lakeside School, and Oregon State University on a track scholarship until he enlisted in the U.S. Army and attended Officer Training School. During World War II he served as an ordnance officer in Europe and retired with the rank of major. After returning to the States, he was working as a manager for Firestone when he met his wife of 53 years, Marjorie Gray. With his brother Tom, he coowned Wagstaff Battery Co. before selling his interest and retiring in 1983. Throughout his life, Chad was actively involved in many civic groups, including Portland Crime Stoppers, Portland Chamber of Commerce Recreational Resource Committee, Kiwanis Club Children’s Camp, Emanuel Hospital Institutional Review Board, and Shriner’s Hospital. He was a longtime member of the Multnomah Athletic Club, where he served on the Property Committee, was a recipient of the President’s Award, and was a three-time nominee for the Joe Loprinzi Inspirational Award. A loving husband, dedicated father, and devoted grandfather, Chad was also an active sportsman and enjoyed hunting, fishing, and basketball. He continued to play basketball into his late 80s at the MAC, where an annual sportsmanship trophy is awarded in his honor. Many were the young men who learned to guard the accurate-shooting old guy in the corner and heed his aim when hunting. On the court or the field, many are the men who are better in life by embodying the values and ethics mentored to them by Chad. He is survived by his wife, Marjorie; daughters, Marta Burwell (J.R.) and Elizabeth Donaldson; grandchildren, Allison and Daniel Donaldson; and nephew, Tim Hindman. He was preceded in death by his siblings, Tom (Alice) and Ann. In lieu of flowers, donations in Chad’s honor can be made to Shriner’s Hospital or a charity of your choice.

DONALD H. VENABLES ’40 • Jan. 8, 2014

Donald Hamel Venables passed away peacefully, surrounded by his family, on Jan. 8. Don was born in 1922 in Yakima and moved with



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his family to Seattle, where he graduated from Lakeside School in 1941. World War II interrupted his studies at the University of Washington. He joined the Army and served in combat during the latter part of the war in Europe with the 103rd Infantry Division. After the war, he returned to graduate from the UW with a degree in business and finance, followed by a long career with Seattle First National Bank. After leaving the bank, he remained in the finance and administration industry working for companies such as GR Construction, Black Angus Restaurants, Cascade Savings Mortgage Company, and Glacier Real Estate Funding. He was an active member and leader of numerous civic and social organizations such as the Seattle Girl Scouts Totem Council and 4H, where he served as president. Don will be remembered for his warm personality, quick wit, and love of family. He was a beloved father, grandfather, husband, friend, and uncle. He will be greatly missed. Don was preceded in death by his wife, Patricia Odland, and his son Jim. He is survived by son Bill Venables and his wife, Heidi Burmeister of Bainbridge Island; daughter Katie Waldrop of Everett; and grandchildren Frannie and James Waldrop. In lieu of flowers, memorial remembrances can be made to the Bethany Northwest Foundation, P.O. Box 5128, Everett, WA 98206.

ROBERT M. BOYLE ’41 • Jan. 5, 2014

Non sibi sed patriae. Robert Malcom “Bob” Boyle passed away peacefully at age 91 in Everett on Jan. 5. Bob was born at home in Everett to Phimister Proctor Boyle and Marjorie Butterworth Boyle on Nov. 5, 1922. He graduated from Lakeside School in 1941, after serving as student body president his senior year. Bob spent his freshman year at Oberlin College in Ohio, where he played football, before his nomination by Sen. Henry Jackson to the United States Naval Academy at Annapolis, from which he graduated in 1945. Although a lifelong Republican, he proudly marched as a midshipman representing the Naval Academy in the funeral procession of President Franklin Roosevelt in April 1945. After graduation from the Academy, he served as supply officer on the destroyer USS Eversole at the end of World War II and continued his career in the Navy until 1947. He returned to duty again in 1953-1954 during the Korean War. While serving in the Navy, Bob

completed 23 separate deployments aboard the USS Bataan, USS Arkansas, and USS New York. While docked in Tokyo as his ship was being serviced, he renewed his friendship with Mary Jeannette Hunt, who was from South Dakota and whom he had previously met in Seattle. Mary was serving with the U.S. State Department in Japan. Following his tour of duty he taught U.S. naval history, strategy, and tactics at the Naval Academy. He married Mary in the Navy Chapel at Annapolis on Feb. 27, 1954, and as they walked into the church, they passed under the Navy motto in Latin that, translated into English, reads, “Not for self, but for country.” This motto served as the blueprint for their well-lived lives. In 1954, the Boyles moved back to the Pacific Northwest, where Bob went to work for Everett Pulp and Paper. As the mill changed hands and names and became Simpson and then Simpson-Lee, Bob climbed the corporate ladder and ended up serving as plant manager and vice president. During this period Bob was very active in the community, sitting on the board and as chairman of the Everett Chamber of Commerce, on the board of the Boys and Girls Clubs, the board of the Snohomish County United Good Neighbors (now United Way), and the board of the Everett YMCA, where he served as president. In the late 1960s, the Boyle family moved to San Francisco and he went to work for Crown Zellerbach, rising to the position of executive vice president and director. In San Francisco, Bob served as president of the San Francisco Boy Scouts of America. The family moved back to the Pacific Northwest in 1980 and Bob returned to his volunteer position on the board of the Everett YMCA. Bob Boyle was preceded in death by his parents; by Mary, his wife of 46 years; his son, Bruce Michael Boyle; his son-in-law, Paul R. Wuest; and his beloved longtime companion, Clare Hulbert. He is survived by his daughter, Kimberly Wuest; his sister, Marilyn Barton; grandchildren, Sarah Wuest Parlin, Steven Berg, M. Grace Berg and Mary Wuest; great-grandchildren, Rowan and Flynn Parlin; and numerous nieces and nephews. In lieu of flowers, memorial donations may be made to the Everett YMCA, 2720 Rockefeller Ave., Everett, WA 98201, or to United Way of Snohomish County, 3120 McDougall Ave., Everett, WA 98201.

BOARDMAN W. BROWN ’45 • Oct. 29, 2013

Boardman “Slats” Warren Brown was born Aug. 15, 1927, in Seattle to Mary and Warren Brown. At age 16, he proudly served as a page in the U.S. House of Representatives. Slats graduated from Amherst College in 1950. That same year he married Nancy Freese. Slats and Nancy moved to Seattle where Slats attended University of Washington Law School. After passing the Washington State Bar, Slats worked for Boeing. During their 10 years living in Seattle, Slats and Nancy had five children. In 1961, the family moved to Pasadena, Calif., where Slats went to work for Bendix Corp. as a contract lawyer and later as a corporate lawyer for Northrop Corp. In 1978, Slats married Marilyn Oliver. They traveled extensively and spent two years living in Saudi Arabia while Slats worked for Northrop. Marilyn passed away in 1994. In 1996, Slats met his last partner in life, Carol Bressler. They spent 17 years together. Thank you, Carol. Slats was an avid golfer. He loved the game and the walk with friends. He was a member of the San Gabriel Country Club and served as its president in 1998. Slats also served on the Board of the Humane Society in Pasadena. Slats loved conversation and was an entertaining storyteller. His sense of humor was truly an art. He loved the theater, music, and history. He will be missed.

CHARLES S. MULLEN ’46 • Dec. 27, 2013

Charles Steele Mullen died peacefully at his home on Dec. 27. He was 85. Chuck grew up in the Broadmoor neighborhood and graduated from Lakeside School. He completed a degree in radio at Princeton University in 1950, and next was off to pursue a law degree at Stanford University. His time at Stanford was interrupted by a stint in the Army, but later he returned to complete his degree before moving back to Seattle. He passed the bar exam in 1954 and soon found work at the law firm of Graham and Dunn, where he later became managing partner. It was through his active social life in the Seattle area that he met and ultimately married Susan Wyckoff in 1959. His work at Graham and Dunn was primarily focused on banking and corporate law, and later, environmental law. He was also very proud to be involved in Smith and Greene Company, a food- service equipment and supply business he established with his friend Jim Smith. Chuck valued academic and professional achievement and the intellectually curious mind. He was always active, enjoying tennis, skiing, golf, and his Labrador retrievers. He loved a lively conversation, and he fervently expressed and defended his principles at every opportunity. But primarily, Chuck will be remembered for his generosity and for his deep love of his family and friends. Chuck is survived by his wife of 54 years, Susan Mullen; sons Garrett Mullen and John Mullen; niece Ann Lyda Rogers; nephew Peter Lyda; and grandson Grant Mullen.

JOHN SANGSTER ’55 • Nov. 2, 2013

John Sangster was born June 2, 1937, in Seattle and passed away on Nov. 2. He was the loving husband of his wife of 55 years, Patsy Lloyd Sangster. John treasured his three children, sons Jim (Gretchen) and Johnny (Lene) Sangster and daughter Annie Carrino, and his seven grandchildren, Lila, Sam, Malcolm, Stella, Owen, Luke, and Nico. John graduated in 1955 from Lakeside School, where he was student body president. He earned a B.A. from Colorado College in 1959 and subsequently a business degree from Stanford University. After Stanford, John worked in Seattle for Touche, Ross, Bailey & Smart, then joined his fatherin-law J. Collins Lloyd at Lloyd Plywood Co. Later he continued his career as a business consultant. John served on the board of directors of Epiphany and Overlake schools and was a member of the Seattle Golf Club, the Seattle Tennis Club, and the Men’s University Club. John retired to Lopez Island with his family to devote more time to his true interests. There, John served on the board of the San Juan County Land Bank and was an active member of the Audubon Society. The outdoors was an inspiration to John. He loved boat racing, skiing, golf, hiking, and birding. Influenced by his love of nature, writing and poetry became a major focus of his life and he published many poems as well as prose. Music was always an integral part of his being and was a passion that he shared with his children and grandchildren. John was blessed to have his family, his beloved wife and partner in life, Patsy, and so many friends from diverse walks of life who loved him. His good humor, quiet integrity, and gentle ways will be so greatly missed.

B. COLIN CLIFFORD ’70 • Oct. 18, 2013

Colin Clifford was born May 13, 1952, and deceased Oct. 18 from complications related to diabetes. Born in Seattle, Colin spent the first nine years of his life in South Park. The family then moved to the Mount Baker district and resided for several months each year ➢ In Memoriam


➢ IN MEMORIAM: alumni at Lake Tapps. Colin attended John Muir, followed by Lakeside School and Williams College. Colin owned and operated Cliffords Restaurant in Bothell, Jerseys Sports Bar in Seattle, and The Giants Causeway in Renton. Colin was bright, witty, irreverent to the end, and challenging in conversation. Colin is survived by siblings that loved him always and will miss him dearly. Survived by Theresa Clifford and her husband, Thomas Thomas; Laura Clifford and her husband, Charles Anderson; Marie Connelly and her husband, Danny Connelly; and Christopher Clifford and his wife, Sheri Clifford. Colin had many nieces and nephews who will remember him with great fondness: Tim Clifford, Savannah Clifford, Tyler Anderson, Nick Anderson, Whitney Anderson, Kate Thomas, Hal Thomas, and Charly Thomas. May he rest in peace.

JOHN BUCKNER ’75 • Sept. 29, 2013

John Crawford Buckner of Weston, Mass., and Marstons Mills, Mass., died unexpectly from heart complications relating to an autoimmune disease (relapsing polychondritis). Born in Boston on Oct. 3, 1957, Dr. Buckner was raised in Seattle, where he graduated from Lakeside School. He went on to Stanford University, graduating with honors and distinction in psychology. He subsequently received a Ph.D. in psychology from the University of Maryland, followed by a research career in psychiatric epidemiology and prevention at the National Institutes of Mental Health, the National Center on Family Homelessness, and, finally, at the Harvard Children’s Hospital Boston. Dr. Buckner published widely and lectured on the topics of community cohesion, the effects of homelessness and poverty on children, and on the concept of self-regulation in children. He took his work beyond his academic role by founding and running the nonprofit organization, Community Resources Information, Inc. Its website provides information on resources that address basic needs of individuals and families. Outside his career, John was known as a superb athlete excelling in baseball in high school and college. An outstanding golfer, he was proud of winning the Willowbend Senior Club Championship in 2013. He climbed Mount Kilimanjaro twice in his life, most recently in 2012 with his daughter Mila, followed by a memorable safari with both Mila and daughter Kimberly. He enjoyed current events and financial investments, his dogs, traveling, golfing, Cape Cod, and keeping up with close friends. He was known for his generosity and kindness, his intellectual capacity, gentle manner, and staying power. Above all, John was a loving and devoted family man who will be dearly missed. He is survived by his beloved wife, Dr. Elizabeth Cousins Buckner; his daughters, Kimberly of New York and Mila of San Francisco; a brother, Dr. Frederick S. Buckner of Seattle; a sister, Catherine B. Hobbs of Corte Madera, Calif.; his mother, Ann S. Buckner of Seattle; and his father, Philip F. Buckner of Seattle and New York.

ERIC CROSSON ’85 • Oct. 26, 2013

Eric Crosson was born July 16, 1967, in Seattle and died Oct. 26 in Cambridge, Mass., following a brief illness. He grew up in Bellevue and attended schools there and in Hawaii; Palo Alto, Calif.; and Naples, Italy. He graduated in 1985 from Lakeside School and in 1989 from Stanford University, where he earned a degree in physics with honors and was elected to Phi Beta Kappa. Eric worked for Sierra Geophysics in Kirkland before



Spring/Summer 2014

moving to New Mexico. While there, he earned a graduate degree in computer science at the University of New Mexico. In 1997 he accepted a position at MIT Lincoln Laboratory, where he worked until his death. Eric was well-traveled including in the United States, Canada, Mexico, Western and Eastern Europe, South America, Kwajalein Atoll in the western Pacific Ocean, Africa — where he climbed Mount Kilimanjaro — and many Asian counties. The last of these was Vietnam, where he met his wife, Hang, an English-speaking guide in the historic Old House in Hoi An. They were married in 2010 in Vietnam. Their son, Laurence, the highlight of their lives together, was born July 15, 2012, in Cambridge, Mass. Eric is survived by his wife, son, parents Robert and Mary Alice, brother Scott (Nancy), and aunts, uncles, cousins, nieces, and nephews in the U.S. and Vietnam.

DARWIN J. LIAO ’86 • Dec. 10, 2013

Darwin James Liao, M.D., ophthalmologist and owner of Seattle Eye M.D.s, passed away Dec. 10 after a brief illness. Born Dec. 9, 1968, Darwin spent his childhood years in Seattle’s Magnolia community. He formed lifelong friendships with neighborhood families and classmates at Lakeside School. He graduated from Johns Hopkins University in 1990, then earned his M.D. and a master’s degree in public health from Tulane University School of Medicine. Prior to completing his residency at the University of TennesseeHealth Science Center in Memphis, he set up and co-managed the Ophthalmology Department technology lab. Darwin had a keen Darwin Liao ’86 interest in computers, combining his passion for technology and medicine to develop innovative programs, including health-care-specific software for mobile computing devices and an intraocular lens calculator. Always an early adopter of technology, Darwin was a frequent speaker for the American Academy of Ophthalmology. In 1999, he returned to the Northwest and established Seattle Eye M.D.s. The clinic and optical shop in downtown Seattle became known for its service, carrying boutique luxury frames and specializing in prescription sunglasses. Darwin expanded the business by opening Seattle Sunglass Company and by launching a leading website for fashion, sport, and prescription eyewear. A respected entrepreneur and doctor, Darwin was well-known in the Seattle business community. He was a golfer, skier, and an enthusiastic fan of all sports and games. A kind and generous spirit, Darwin was extremely passionate about his hobbies. He had a remarkable knowledge of pop culture and enjoyed sharing his love of music, travel, and food with friends and family. Darwin is survived by his grandmother Ah-Fu Chiou; his parents, Dr. Paul B. Liao and Mei-Yea Liao of Seattle; his sisters, Darlene Liao (Angelo Chang) of McLean, Va., and Dahlia Mak (Robert) of Seattle; and a large, beloved family of uncles, aunts, cousins, in-laws, nephews, and nieces. ■

P.S. E R S O N A L



Another Country Heard From*

*(What my ex-father-in-law used to say whenever one of my kids burped in public.)

by Shaun Griffen ’75


akeside magazine arrived today. This must be about the 76th since I graduated in 1975. Once again, we are brilliant, philanthropic, influential, sexy, and profound. Each issue, perhaps five outstanding alums have been spotlighted, so, about 380 super good people since 1975. Let’s say the average graduating class is at least 100 kids. Times 38 years, that’s 3,800 grads. So, that’s 3,420 of us who must fall somewhere between super good and totally evil since 1975. Or at least super good and completely not lived up to our potential — assuming the totally evil wouldn’t get into Lakeside in the first place. Maybe. I wonder how many of us are or have been in jail? Though I jest (in part), every one of those 380 super good people remind me that without Lakeside I would not be the person I am today — let’s call me quirky, playful, curious, hopeful, wondering ... Forty-one years later, I’m still thinking about a question history teacher Dwight Gibb asked as part of my Lakeside application interview: “Do you believe in the death penalty?” It wasn’t the question itself but the fact that he cared to know my opinion that mattered. I was a horribly shy 13-year-old, daughter of an eccentric hippie artist father and an angry, depressed, hardworking mother, raised in large part by my great-grandmother who had moved out a year before, after one too many psychedelic parties and to make room for my dad’s girlfriend. (It’s a long story. It was the ’60s.) I guarded the secret of a sexual

assault and had become quieter with each passing year as the adults in my world seemed to rise in volume. By 13, I was an expert at laying low. It took all four years, but Lakeside made my spirit sing. (I need to interject an apology here for the unholy number of my senior-year renditions of “Chelsea Morning” in the stairwells of Bliss Hall. Damn, those acoustics were good.) On the edge of the closed pages of a paperback dictionary, my senior year I wrote: “Language is love in motion, in action, in bloom.” I’d thumb the pages to make the words ripple with life. I’ve aimed to live true to this credo — as an English teacher in Africa, in a brief stint as a special education teacher, as a freelance writer and editor, and for 18 years as the manager of a psychology practice, learning the grace and peace of mind that comes when we simply listen to each other. Now, in phase 2,653 (approximately) of what I hope and fear is a lifelong reinvention process, I work as a developmental editor, helping others tell the stories that might make their spirits sing. So, over the years, as I read each Lakeside magazine with pride, I can’t help but note that no one writes of how they got married too young and took 13 years and two children to figure out they’d made a big mistake. No one reports having had that affair, or having let another year go by without actually graduating from college. No one’s regaled us with stories of how they made another false start

at a more challenging career. How much it hurt to lose a spouse, or a job, or a bit of our minds. But of course, there must be at least a couple thousand of us with just these stories to tell. Perhaps we’d enjoy a regular “Confessions” feature, in which we ordinary folk could gain recognition for our ongoing battles with codependency, anxiety, or depression; a forum for us regular imperfect humans living bright and beautiful, if complicated and publicly unremarkable, lives. That would be inspiring in a different way, wouldn’t it? All right, I understand this may not be the venue in which to spotlight all the things we haven’t done, or haven’t done quite right. I’d just like to congratulate all of us who are small better people, partly because of our lifelong struggles and partly because of our experience with each other back when the world was new, at the remarkable place that is Lakeside. We learned to change the world, one ordinary, courageous, loving word at a time. ■ Shaun Griffen ’75 welcomes hearing from fellow alumni: Find more about her work at

TELLING YOUR STORIES P.S., or Personal Story, is a personal essay written by a Lakeside alum. If you’re interested in contributing a short piece for a future issue, please write us at In Memoriam, Personal Story



Adams Scholars: TAMING ‘THE ACaDEMIC RAT RACe’ by Leslie Schuyler


uring 1963-64, Lakeside initiated a

program that would “[restore] to education some of its joy and excitement” by appointing a group of students to be Adams Scholars, named for former headmaster Robert Simeon Adams. The program — which allowed the designated senior scholars unprecedented freedom from some courses in order to focus

Dan Coffey

Bill Dare

Tom Davis

Chuck Hagen

on a topic of special interest — came about in response to what then-headmaster Dexter K. Strong described as “the academic rat race” that “threatens the best in American education.” “We see it at every level: the scramble for admission to Lakeside, the pressure of the competition for admission to college, the continued drive for admission to graduate school,” Strong said, announcing the program at 1963’s commencement. “The desire for the best is subtly contaminated by the hope for prestige, and a C-minus on a quarter test can enrage parents, embarrass a student, frustrate the teacher, and thoroughly befuddle the whole educational process. Young men have to put so much time and attention on getting into college that they

Randy Kay

M. J. Mates

John Naiden

John Schairer

Don Schmechel

Dave Weinstein

think too little about why they are going. When they arrive they are likely to sigh with relief rather than reach eagerly for the riches before them.” Chuck Hagen ’64, an Adams Scholar, recalls it meant he could spend more time on economics — his eventual college major. “It was an honor. Most students — especially graduating seniors — don’t turn down an opportunity to be freed from course work!” The Adams Scholars program faded away in the late 1960s, but the sentiment that gave rise to it endures.

Leslie A. Schuyler is archivist for the Jane Carlson Williams ’60 Archives at Lakeside School. Reach her at 206-440-2895 or Please contact her if you have questions or materials to donate, or visit the archives’ Web page at www.lakesideschool. org/archives.



Spring/Summer 2014

“ Young men have to put so much time and attention on getting into college that they think too little about why they are going.” – HEADMASTER DEXTER K. STRONG, 1963



Eighth Grade Graduation


Upper School Commencement and 50th reunion luncheon


Reunion 2014 dinner hosted by Lakeside for classes ending in 4 and 9

14 - 15 30



Reunion 2014 individual class events

Christian Fulghum ’77

Immediate Past President Bridget Morgan ’98

Mission and Governance Chair

Last day to contribute to the 2013-2014 Annual Fund

Crystal Ondo ’99

Activities Chair


Shael Anderson ’90


Annual Fund kickoff breakfast and notewriting event (date tentative)


BGI Speaker Series on Economics featuring Fareed Zakaria

Alumni Connections Chair Kelly Poort

Alumni Office Liaison Bruce Bailey ’59




Lifetime Honorary Member

Belanich Family Speaker on Ethics and Politics featuring David Gergen Questions? Please contact the alumni relations off ice of the Lakeside/St. Nicholas Alumni Association at 206-368-3606 or

Blake Barrett ’02 Lee Brillhart ’75

Maureen Wiley Clough ’01 Chris Fitzgerald ’89 Leslie Flohr ’79 Kathy Jobs Gerke ’81 Christine Gilbert ’07 Adam Hartzell ’91 Deanna Hobson ’93 Claudia Hung ’89 Meghan Mullarkey Kiefer ’98 Chris Loeffler ’00 Phil Manheim ’00 Ulrike Ochs ’81 Lindsay Clarke Pedersen ’92 Emile Pitre ’96 Spafford Robbins ’77 Hana Rubin ’93 Donald Van Dyke ’02 Lauren Deal Yelish ’99

St. Nicholas prom committee 1969.


REUNION 2014 WEEKEND June 12-15 Celebrating St. Nicholas and Lakeside alumni from classes ending in 4 and 9

Lakeside School will host a reception and casual dinner Friday, June 13, in The Paul G. Allen Athletics Center at Lakeside Upper School beginning at 5:30 p.m. All reunion alumni and a guest, as well as current and former faculty and staff, are invited. Reunion volunteers are planning individual class events throughout the weekend. In addition, the St. Nicholas and Lakeside Classes of 1964 will be honored at a 50th reunion luncheon and during Upper School Commencement on Thursday, June 12. Contact the alumni relations office at or 206-3683606 for more information.

Join classmates on Facebook Stay connected by joining the Lakeside School Alumni group on Facebook. Interested in connecting with alumni in your city? Contact the alumni relations office at or 206-368-3606 about setting up a Facebook group or organizing an alumni gathering in your area. From the Archives, calendar



Spring 2014, "The Reinvention Issue"  
Spring 2014, "The Reinvention Issue"