Paw Prints Spring 2015

Paw Prints

SPRING

2015

LAKE FOREST COUNTRY DAY SCHOOL

Leaders of Tomorrow:

Developing Future Leaders Inside this issue: Panther Pride: Athletics & Success | The Art of Communicating The World Language Program | Recent Alumni News

SPRING 2015

Our HEAD OF SCHOOL 4 Mission

Inspired teaching, academic rigor, attention to individual needs, a commitment to responsible citizenship—these principles infuse every aspect of life at Lake Forest Country Day School and deďŹ ne our dedication to producing students of strong character with a passion for learning.

1

INSIDE PAW PRINTS

Head of School Bob Whelan Chair, Board of Trustees Wendy Weil Board of Trustees Nicholas Alexos Joseph Andrea Earl J. Barnes II Bill Collins Pedro DeJesus Ahmed Farag Kate Fitzgerald ’87 William Giambrone Rebecca Graf David Grumhaus ’81 David Keller Adam Kriger Jane O’Neil Diane Potts Marianne Silver Yvonne Steinwold Stephen Wright

2 | Message from the Head of School 4 | The Art of Communicating 9 | Alumni Authors 10 | LFCDS in Pictures 27 | Global Citizen: Matt Wilson 28 | Alumni Profiles 31 | Class Notes 36 | In Memoriam 38 | Auction Summary

Managing Editor John Kinzer Design Peapod Design, New Canaan, CT Photography Tim Coffey Auction Photos: Mark Hubert

14 PANTHER PRIDE

22 WORLD LANGUAGE PROGRAM

Featured on the cover (L to R): Members from the Class of 2011, Wes Janeck, Barrett Medvec, Karisma Chhabria, Evan Boudreaux, Ali Weil, Amanda Bozorgi, and Vicente Nagel embody some of the young leaders that we discuss in this magazine. Headed to college next year, these Class of 2011 alumni represent a broad range of interests, skills, and passions. One thing they share in common is their LFCDS education and their drive to continue building on their success. The fall issue will have a feature on the entire class of 2011, who are all to be commended on their wonderful accomplishments.

Contributors Bob Bullard Tanner Edwards Rosemary Forsyth Candace Gregg Jill London Marcia Mann Susan Murphy Sarah Thomas

SPRING 2015

02 HEAD OF SCHOOL

A MESSAGE FROM HEAD OF SCHOOL Many of the best teachers I’ve ever observed recognize that some of the most enduring learning takes place when they simply get out of the kids’ way.

This winter, I had the privilege of traveling with our eighth-grade Mandarin students to New York City. As part of Lake Forest Country Day School’s commitment to experiential learning, eighth- grade world language students travel to different parts of the hemisphere to take part in a capstone experience every year—immersing themselves in the language, culture, and traditions of Mandarin, Spanish, or French speaking people. Each trip makes a lasting impression on our students, with Spanish students engaging with students from a sister school in Costa Rica, French students dog sledding in old world Quebec, and Mandarin students taking a deep dive into New York’s extensive Chinatown district.

Among the many New York highlights was a traditional Chinese dinner with five LFCDS alumni. We know that the human brain is wired to learn through stories, and for each of our kids, the opportunity to hear former LFCDS students recount their experiences served as a powerful learning moment.

Our alumni spoke about the important role Lake Forest Country Day School played in their lives. They shared how the skill set cultivated in the Robbie Bermingham Speaking Contest played a direct role in helping them land jobs. They highlighted social studies projects that inspired them to

pursue a history major in college, and how the ability to diagram sentences paved the way for clear position papers in a range of professions. They spoke with affection about the impact of art and music, and the many benefits they experienced from playing on a sports team. The balance of skill development and the cultivation of curiosity across disciplines was an oft repeated theme. I knew that former teachers eight hundred miles away would have been both proud and moved by what I heard that night.

Equally as important for the world language students sitting next to me at dinner was the opportunity to hear about the world beyond LFCDS—to learn about how our alumni were finding and defining success around the globe. These eighth graders heard how hard work, curiosity, and passion helped shape well-lived lives. Alumni told the students how Facebook enabled them to maintain connections with friends who may have left LFCDS prior to graduation, and how lasting that elementary/middle school bond can be. They spoke enthusiastically about making a positive difference in the lives of others, and how friends, family, and the roots that were developed back in Lake Forest continue to play such a meaningful role in their lives.

The pages that follow highlight stories from our classrooms and from the world our alumni have entered beyond LFCDS. Our features will show how students at LFCDS are learning the essential life skills that so many of our alumni received and have since put to use as meaningful contributors to a global society, already enacting real change in the world. I hope you’ll find a sense of connection, that you come back to visit, and that you share your own stories with us.

Sincerely,

Bob Whelan

SPRING 2015

04 ART OF COMMUNICATING

A TRADITION REFINED FOR THE 21st CENTURY

In today’s information-driven world, ideas come a dime a dozen. Content is cheap, abundant, and easily accessible. Big Brother exists in the form of Big Data as various statistics, measurements, and opinions float around in a limitless cyberspace.

The ability to aggregate data and present an original idea from this steadily growing stock of information has become an essential skill set for success in the global economy today. Tomorrow’s leaders must be able to formulate and express their hypothesis, business plan, or thesis with clarity, confidence, and poise—all of which stems from strong communication skills.

At LFCDS, an educational emphasis on teaching sound communication—both written and oral—as both a way of thinking and a delivery vehicle for ideas is as old a tradition as its deep-rooted oak tree. According to Chair of the English Department, Marcia Mann, “The interdisciplinary focus on guiding students through the process of comfortably and effectively communicating an idea permeates all curricula at LFCDS, both at the formal and informal level.” In other words, it is ingrained in our very culture and universally respected as a learning endeavor of monumental importance.

05 Creating a Comfortable Environment

“ Clear writing leads to clear thinking. Throughout my academic career, as well as in my professional career as an attorney, I’ve been extraordinarily grateful for the writing fundamentals that I learned at Lake Forest Country Day School.

I feel incredibly fortunate that I learned how to express myself with the guidance of such a remarkable group of LFCDS teachers.”

– Tom Prochnow, Class of 1982: NHL Vice President of Legal and Business Affairs

Statistics have shown that public speaking continues to be a leading cause of anxiety for adults. However, at LFCDS, the curriculum is uniquely designed to encourage students to stretch their comfort zone, to teach students that it is okay to make mistakes, and to emphasize the value of each student’s own voice. How do LFCDS teachers institute the lessons necessary to develop effective communication skills? The process begins with the creation of a comfortable environment and engaging students in informal classroom conversation.

According to Upper School English teacher, Kim Bell, “Faculty members strive to incorporate each student’s specific passions into the classroom conversation, which encourages students to share their experiences or stories in written prompts or discussion.”

These strategic classroom integrations begin at a young age when students are less self-conscious of many of the fears associated with public speaking. Closely guided by teachers, students in preschool learn how to project their voices, share their opinions during morning meetings, and even present choreographed skits in front of parents during events such as the annual Royal Feast. In return for taking an “academic risk”—a reinforced concept at LFCDS—children are rewarded with applause and recognition by peers and teachers. “The presence of recognizable support is crucial,” says senior kindergarten teacher Shira Schwartz.

“LFCDS was a very safe place to try things and stretch one’s beliefs and ideas. It was a unique and valuable lesson to be encouraged to think and speak for myself that early in my learning experience. Kids that young need proper guidance, and LFCDS so expertly provides this support. But it was done with this spirit in mind—to encourage students to think for themselves and express their thoughts without fear.”

– Ted Wood-Prince, Class of 1979: Entrepreneur, Founder and President of Best Pets Inc.

SPRING 2015

6

ART OF COMMUNICATING pay close attention to what their peers present during Community Meetings in the Lower School and Upper School. Each and every student presentation is met with genuine applause and individual feedback that is meant to bolster confidence and reinforce effort. “Students who understand how to bring out the best performance in their peers help contribute to a supportive LFCDS community, which makes children feel important, supported, and encouraged to take more academic risks,” says Lower School music teacher, Maria Hempen.

Once students learn to expect this visceral reassurance from the student and teacher community, they often become more enthusiastic about sharing their opinions.

For Upper School English teacher Jessica Zaleski, “Learning to write, speak, or express yourself in any manner all comes down to self-confidence and perceived comfort. At LFCDS, we try to instill that at a young age in classroom experiences so that presentations become a natural extension of normal conversations among peers.”

LFCDS faculty members bolster this camaraderie by teaching proper audience etiquette to children. Morning meetings in each preschool through fourth-grade classroom teach students to actively listen, ask pertinent questions, and to control impulsivity when their classmates are speaking. Similarly, students are taught how to

Because this community of inclusion is developed first in the ECC, by the time students progress to Upper School and engage in confidence-building activities such as improv acting in Nicky Pitman’s drama classroom, they are accustomed to a non-judgmental environment and are at ease participating in discussion, writing down their thoughts, and speaking in front of other students.

“LFCDS believes that in life, school, or on the job, our students must be able to clearly articulate their opinions, thoughts, and feelings in order to be successful, to make a difference in the world, and to feel fulfilled. This requires practice formulating, organizing, and sharing ideas, both orally and in writing. This process begins with preschoolers learning how to share items, negotiate, and appropriately express their feelings and continues into Upper School where children learn to successfully advocate for themselves.”

– Sally Bullard, Head of Lower School

7 Morning Meeting Every Early Childhood Center (ECC) and Lower School classroom begins the day with a Morning Meeting in which students sit together in a group and begin the day with a greeting, an activity, and the sharing of news and announcements. In ECC classrooms, these meetings build a foundation of confidence, as students become comfortable around their peers, stand confidently and explain an item they brought during a share time, or read the Morning Message to their class.

Community Meeting

Honing the Skill While numerous informal opportunities exist for students to express their opinions in creative ways at LFCDS, the faculty is also keen on staging formal opportunities for speeches, presentations, and essay writing. Public speaking and writing are skills that need to be developed, after all.

Once a week during the school year, students in senior kindergarten through fourth grade come together for Community Meeting. These meetings are designed to build community through the sharing of common values and experiences as well as provide an opportunity for students to present examples of their accomplishments and work in all disciplines. A group of fourth-grade students lead the meeting each week, and students in each grade take turns presenting what they are currently learning in class. This practice is mirrored in Upper School, with Advisory groups across all grade levels taking turns leading the meeting.

“ In my opinion, the most unique thing about LFCDS’ communication curriculum is when it begins. By being taught how to speak eloquently as a fifth grader and younger, I felt incredibly confident in my abilities by the time I graduated from LFCDS. I was also astonished by my skill when entering high school, where I witnessed other students only beginning to learn what I had already mastered.”

– Claire Pandaleon, Class of 2010: Double Major in Art History and Psychology, Colgate University

SPRING 2015

08 ART OF COMMUNICATING Upper School Speaking Opportunities

ECC & Lower School Speaking Opportunities

Robbie Bermingham Speaking Contest

SK Fairy Tale Presentation

Perhaps the best embodiment of the communication curriculum at LFCDS is the Robbie Bermingham Speaking Contest at LFCDS. Each fifth- through eighth-grade student writes and refines a speech, which is presented to their peers and the LFCDS English Department.

Research begins more than a month before the event and teachers individually coach students on pronunciation, etiquette, and finding a strong, clear speaking voice. A group of finalists are selected to give their speeches in front of Lower and Upper School students, faculty, staff, parents, visitors, and outside judges.

“This I Believe” In eighth grade, students take part in “This I Believe,” an exercise in which they describe the core values that guide their everyday lives. Students write, deliver, and record a performance of these essays, which are shown at a special ceremony.

Senior kindergarten students present a class-authored fairy tale book to the Lower School during a spring Community Meeting.

Parent Visiting Day and Grandparents’ Day Lower School students lead conversation and give speeches to LFCDS faculty and family members.

Veterans Day Assembly Lower School students lead conversation and ask questions to veterans.

Fur Trade Rendezvous Third-grade students perform in “Tall Tale” plays and recite poems in front of large audiences.

Ellis Island simulation Fourth-grade students learn to present the stories of immigrants and take up their character as actors in an authentic experiential learning situation.

Drama Class Students take part in several in-class drama performances over the course of their Upper School careers. In eighth grade, their studies and practice culminate in a final production which showcases their ensemble and acting skills, with specific emphasis on vocalization, physicalization, stage presence, and memorization.

Living Museum Fourth-grade students pick an historical figure to imitate for a day as they present their biographies to teachers, students, and parents.

SPRING 2015

ALUMNI AUTHORS 09 The Art of Writing

Terry Osborne ’74

The written word is respected just as highly as the spoken word during an LFCDS education. Many LFCDS alumni have transferred the writing lessons that they learned at LFCDS into viable careers as authors and writers across various industries.

Sightlines: The View of a Valley Through the Voice of Depression (2001)

Marie (Betts) Bartlett ’72

E.M. Swift ’66

The Little Yellow Trolley Car (2011)

Do You Believe in Miracles? The Story of the 1980 U.S. Hockey Team (2001); and more Writer for Sports Illustrated (1978-2010)

Reid Carolin ’97 Magic Mike (2012); 22 Jump Street (2014) Nationally Acclaimed Hollywood Writer/Producer

Lacy Crawford ’89 Early Decision (2013)

Jim Fergus ’64 The Memory of Love (2013); and more

Laura Munson ’81 This is Not the Story You Think It is…A Season of Unlikely Happiness (2010)

Dr. Kate (Smart) Mursau ’90 Smart Parenting (2006)

Caroline Preston ’67 Gatsby’s Girl (2006); and more

Andy Trees ’83 Decoding Love: Why It Takes Twelve Frogs to Find a Prince and Other Revelations from the Science of Attraction (2009). According to the multiple-book author, “Countless books have been written about how difficult writing can be. Teaching someone to write is even more challenging. I was lucky to have outstanding teachers at LFCDS who gave me the time and attention that helped set me on the path to becoming a writer.”

Lizzie Garrett ’97

David Sweet ’78

Lizzie has made a career as a fashion writer. She is the author of Tomboy Style: Beyond the Boundaries of Fashion (2012), which is a visual tour of women who blur the line between femininity and masculinity.

Lizzie has also written numerous editorials, and her writing has been published in several outlets including Vogue, Conde Nast Traveler, and The Los Angeles Times. According to Lizzie, “Working on the literary magazine and yearbook at LFCDS were my very first experiences of publishing, and ones I’ll always hold close to my heart.”

David worked as a reporter and columnist for The Wall Street Journal Online at Dow Jones headquarters in New York City. He launched the “Nothing but Net” column, which examined the sports industry’s strategy online during the 1990s Internet boom, and contributed articles on sports, technology and more to the paper.

David served as a columnist for NBCSports.com for nearly a decade. He also authored Lamar Hunt: The Gentle Giant Who Revolutionized Professional Sports (2010) and is currently the editor in chief of The North Shore Weekend.

Please share your authored work with us! Please email jill.london@lfcds.org.

SPRING 2015

10 LFCDS IN PICTURES FIRST DAY OF SCHOOL

WASHINGTON, DC GRADE 8 TRIP

HOUSE EVENTS

HOMECOMING

DR. MICHAEL THOMPSON VISIT

VETERANS DAY

DADDY DAUGHTER DANCE

SPRING 2015

12 LFCDS IN PICTURES THANKSGIVING ASSEMBLY

ELLIS ISLAND IMMIGRATION SIMULATION - GRADE 4

LEGO ROBOTICS REGIONAL TOURNAMENT

WINTER BAND CONCERT

GRANDPARENTS’ AND SPECIAL FRIENDS’ DAY

GRADE 8 WINTER PLAY

FUR TRADE RENDEZVOUS - GRADE 3

SPRING 2015

14 PANTHER PRIDE Athletic Philosophy:

NO-CUT, ALL-GAIN Throughout a century and a quarter, Lake Forest Country Day School core values— excellence, partnership, responsibility, participation, and diversity—have shone as brightly on grassy fields and hardwood courts as they have in classrooms and labs.

2014 Girls Varsity Field Hockey team

Benefits of Athletics: 1910 Football team

Many LFCDS graduates have embraced these integral life principles, infused with additional qualities—discipline, teamwork, leadership, self-advocacy, and perseverance— in the sports arena at LFCDS. Because the Athletic Department’s philosophy has consistently embraced the importance of no-cut participation for teams, countless students—some who would not have gone out for sports originally—have been afforded the chance to develop the unique skills and experience the proven benefits that organized sports provide. Since its founding, the School has enhanced its winning legacy off of the field by staging invaluable learning opportunities on the field of play.

Student athletes do not need to be the next Michael Jordan or Mia Hamm to benefit from sports. Research indicates that merely participating on sports teams as a growing child has been shown to: s

Increase psychological well-being and enhancement of self-esteem and self-image

s

Teach children how to cooperate and undertake crucial leadership skills

s

Teach children how to think critically, cope with problems, and learn from mistakes

s

Motivate children to contribute to something meaningful and greater than themselves

s

Improve academic performance

s

Teach children the importance of setting goals and persevering to accomplish them

15 Upper School Athletics:

100% PARTICIPATION Three decades ago, not only was athletic involvement cut-free at the School, but it was also mandatory. As of this fall, that extracurricular obligation has been reinstated for seventh- and eighth-grade students. Each student has been required to choose one sport per season. The rewards have already been visibly palpable.

“This change is the result of a year of study focused on how we can most effectively utilize our athletic program to teach students concepts related to character education, physical education, skill development, and the teamwork–essential attributes we aim to help each student refine before they graduate from Lake Forest Country Day School.”

– Andy Sperling, Head of Upper School

“So far, we’ve had kids who have never played a specific sport not only excel, but want to continue playing in high school. The lessons learned on the playing fields and courts are life long, ‘real world’ approaches that will stay with our students forever.”

– Ted Stewart, Athletic Director

Scoreboard Highlights Grade 5 & 6 Football: LCCC Champions

Grade 7 & 8 Football: LCCC Champions

Grade 7 & 8 Field Hockey: ckey: Third in Windy City Tournament urnament

Grade 7 & 8 Girls Volleyball: Second in LCCC Tournament

Grade 7 & 8 Boys Soccer: Second in LCCC Tournament

Grade 7 Boys Basketball: LCCC Champions

Squash: Undefeated Season

SPRING 2015

16 PANTHER PRIDE

A WINNING LEGACY AT THE NEXT LEVEL An often overlooked consequence of participating in athletics is the development of passion for that sport and the desire to pursue its numerous benefits at the next level. Throughout our School’s recent history, many alumni have gone on to play sports at the collegiate level.

Recent Collegiate Athletes Finley Amato ’05

Field Hockey, Davidson College

Chris Boudreaux ’07

Football, Dartmouth College

Finley Amato ’05

Annie Evans ’05

Field Hockey, Davidson College

Associate at Dixon Hughes Goodman LLP English Major & Field Hockey player at Davidson University

Peter Grumhaus III ’09 Swimming, University of Iowa Michael Hennessy ’05

Crew, Georgetown University

Jon Hennessy ’07

Crew, University of Pennsylvania

Malcolm Lamphere ‘10 Sailing, Yale University Madeline Lipp ’09

Tennis, Northwestern University

Nicole Lipp ’05

Soccer, Duke University

Nick Steffens ’08

Golf, Western Illinois University

Todd Zafirovski ’05

Basketball, Duke University

Share your story with us!

We would love to include you. Please email your college athletic story to jill.london@lfcds.org.

“The LFCDS Athletic Program fundamentally shaped the passion and competitive drive which fueled my collegiate success on and off the field. As a Panther, I embraced the values of teamwork, dedication, discipline and leadership — all of which proved to be imperative to my Division I field hockey career.”

Tod Zafirovski ’05 Operations Coordinator, Uber Everywhere Business Major & Basketball player at Duke University

17 Wes McGowan ’01 Associate at Colliers International Political Science Major & Lacrosse player at University of Michigan “The LFCDS Athletic Department helped me foster a strong leadership ability and determination to succeed on and off the field.”

Nicole Lipp ’05 Strategy & Analytics Consultant at IBM Business Major & Soccer & Tennis player at Duke University “At LFCDS, I was allowed to play field hockey, basketball, and soccer while singing in the choir, playing in the band, and studying advanced material in the classroom. I can’t thank LFCDS enough for fostering my competitive spirit on the playing field while allowing me to participate in so many other school activities.”

Carolyn Goltra ’95 Co-Owner at Goltra Castings Company Art History Major & Crew at Princeton University; Member of Junior National US Rowing Team in 1997 “My memories of athletics at LFCDS are filled with simple fun, which makes it all the more amazing in how it helped me later in life. Sports at that time were about being part of a team, concentrating, and trying to be your best for your friends and classmates. I don’t think much changes in that regard from those early days to when you are at a higher level. The lessons I learned at LFCDS played a huge part in my races with the junior national US rowing team, competing at the world championships in Belgium, and during my time rowing at Princeton.”

Josh Lerner ’90 Managing Partner at Northwestern Mutual Broadcast Journalism Major & Football player at Southern Methodist University “LFCDS helped instill a passion for sports in me.

Coaches Fred Hahn and Jim Marks allowed me to call the plays, spurring my inner confidence, initiative, and flexibility on the field. Opportunities like these allowed me to gain confidence as an athlete and person. The entire experience gave me the confidence, and work ethic, to put in the time necessary to become a Division I athlete and to succeed as a professional later in life. I am thankful for the sense of both interdependence and independence that my coaches instilled in me as both a leader and a team player at LFCDS.”

SPRING 2015

18 PANTHER PRIDE In a Class of Its Own:

PLAYING AT THE NEXT LEVEL Many LFCDS alumni have graduated from our athletic program to go on to play at the next level. As featured on the previous page, some of those students went on to participate in sports at the collegiate level.

Seven student-athletes from the next LFCDS class to enter college (Class of 2011) are aspiring to make that same move.

Evan Boudreaux ’11 College: Dartmouth College Major: Business Sport: Basketball “Beginning in fifth grade, my classmates and I were able to build a consistently successful basketball team because our coaches stressed camaraderie and teamwork. When it comes down to it, playing sports at LFCDS was fun. We enjoyed our time on the court, and I will never forget those teams.”

Wes Janeck ’11 College: University of Maryland Major: Business Sport: Lacrosse

Amanda Bozorgi ’11 College: Middlebury College Major: English or Environmental Science Sport: Field Hockey “The LFCDS athletics program prepared me to be a leader and have success on and off the field by promoting a sense of positivity and sportsmanship in me. LFCDS taught me to treat my teammates, fellow competitors, and coaches with respect. These qualities enabled me to successfully lead both my LFA and Windy City Field Hockey teams as a captain.”

“Playing at LFCDS definitely taught me strong sportsmanship and toughness. We always kept our heads high and played for each other. LFCDS is where I first learned how to play football which helped turn me into the athlete I am today.”

Andrew Strudwick ’11 College: Dickinson College Major: International Business; Minor in Chinese

Sport: Squash “I was surrounded by some of the most impressive athletes at LFCDS; they showed me I can always improve and they gave me the competitive drive I have today.”

19 George Harris ’11

Lucy Lytle ’11

College: Miami University Major: Business and Marketing Sport: Water Polo

College: Boston College Major: Business Sport: Field Hockey

“Despite being a swimmer outside of LFCDS, I participated in all Upper School team sports because they showed me the enjoyment of teamwork and camaraderie.

LFCDS did not only give me the opportunity to play a range of sports, but through their competitive but enjoyable athletic program, it spurred me to try out for Water Polo when I got to Loyola because I hoped for the same experience that I had at LFCDS with a team sport.“

Daniel Levine ’11 College: Carnegie Mellon University Major: Business Sport: Tennis “My teachers at Lake Forest Country Day School allowed me to adapt my school schedule and encouraged me to develop the flexibility and discipline necessary to explore my talents and to pursue tennis. Their willing support helped me grow in confidence, learn the importance of time management, and develop my drive—all of which have helped me in my tennis career. The academic work ethic that I learned as a student-athlete at LFCDS will help me as I continue to grow academically, athletically, and personally.

I am thankful to my teachers who so genuinely cared about me during my time at LFCDS.”

“LFCDS sports taught me the importance of sportsmanship and hard work from a young age.

These values have stuck with me as my play has become increasingly more competitive. Because I was willing to put in the extra work and time required to play competitively at LFCDS, I was able to hit the ground running when I began playing in high school. I feel more ready than ever to begin my next phase at the collegiate level.”

Serena Sommerfield ’11 College: Boston College Major: Undecided Sport: Ice Hockey “Participating in sports at LFCDS gave me the tools I needed to be successful on and off the field. It taught me a lot about what it means to be a good teammate and how to work as a unit to achieve a common goal. Being a Panther made me not afraid to step up and assume the role of a leader for the team but also made me a good listener to others. In all, LFCDS gave me the foundation of values that I needed to be successful as a student-athlete in high school and college.”

SPRING 2015

20 YOUNG ATHLETES

ALESSANDRO RAGANELLI ’12 Over a decade ago, Alessandro Raganelli entered the halls of Lake Forest Country Day School for the first time. Only six years old, the native of Italy could only muster a couple of words of English. Words may have been in short supply at the time, but Alessandro’s determination, intelligence, and defiant persistence—all traits that LFCDS teachers observed in Alessandro at an early age— were limitless.

This tenacity—coupled with an upright character and genuine kindness—has propelled Alessandro to new heights of success. The distance he has traveled since his first days at LFCDS can be measured by more than just the number of laps he has swum in the pool. More importantly, his progression can be gauged by the level of maturity he has gained throughout the years.

A junior at Lake Forest High School, Alessandro “Ale” Raganelli is currently excelling in his academics and performing admirably as a leading member of the LFHS Varsity swim team, all while demonstrating a level of responsibility beyond his years. According to LFHS varsity swim coach Cindy Dell, “Alessandro is an amazing young man.”

Before arriving at LFHS, Alessandro exhibited outstanding resolve at LFCDS, where he slowly but surely began to master the English language, receive high grades, and develop his real passion: swimming.

For Alessandro, the LFCDS community encouraged him to pursue his passion and backed him in his efforts to cultivate his unique skill. “As you know, there is no swimming as part of the athletic program at LFCDS, but this does not mean that I didn’t feel supported in my passion,” Raganelli mentioned.

LFCDS faculty sometimes attended his meets outside of LFCDS, but it was on the LFCDS sports fields that Alessandro felt his coaches and faculty made a real difference.

“The LFCDS athletic program is designed to allow everybody, no matter the gender, the origin, or how good you already are in that specific sport, the opportunity to participate,” said Raganelli. “The emphasis is on pushing everybody out of their comfort zone in order to do something better, using the inherent power of sports as a force for good, and learning how to apply an important skill we need to learn in our life: always challenge yourself to achieve greater heights both personally and professionally.”

While Alessandro has come a long way since he first arrived at LFCDS, he has even bigger plans for his future. As the son of parents with PhDs in mechanical engineering, Alessandro plans on majoring in mechanical engineering after graduating from LFHS in 2016. From there, the possibilities are endless.

21

MALCOLM LAMPHERE ’10 Malcolm Lamphere is only nineteen years of age. Although young, his experiences, accomplishments, and current goals reflect anything but those principles associated with most college freshman. An Economics Major at Yale University, Malcolm is also a member of the highly-competitive Yale sailing team, which has won back-to-back national championships in team dinghy racing for the past two years.

Looking back on his journey from LFCDS to Yale University, Malcolm has attributed discipline and the ability to cooperate with others as key skill sets. For Malcolm, these two fundamental life principles, which were first cultivated during athletic experiences at LFCDS, have helped him become a leader on land and sea. According to Malcolm, “LFCDS taught me the value of hard work and cooperation with teammates. In soccer, which I really excelled at, I was able to develop my leadership skills, while in basketball I learned how to listen and take advice from my more experienced peers. The fantastic opportunity to experience both roles of leader and learner taught me invaluable lessons which now help me excel both on the water and in the classroom.”

Malcolm still exhibits the same eagerness for learning from new experiences at Yale that he once displayed in the LFCDS classrooms and playing fields. Reflecting on his year so far, Malcolm mentioned, “I have had many great opportunities to learn and grow as a sailor, and ended up finishing fourth at the ICSA/LaserPerformance Singlehanded Nationals in the fall.”

He also maintains a strong will to constantly improve and excel at the tasks set before him. “This spring I am looking forward to team racing in dinghies and hoping to help the team repeat its back to back national championships in 2013 and 2014,” says Malcolm.

Although LFCDS had no sailing program, Malcolm is grateful for the flexibility that his LFCDS faculty members displayed in supporting his passion. “LFCDS was fantastic at helping me balance travel soccer and sailing events with LFCDS sponsored activities. Throughout this, I consistently received the necessary help to keep up with my work academically. This flexibility allowed me to develop my skills, and realize my love for the sport of competitive sailing,” said Malcolm.

Malcolm has big plans for the future, but for now, his focus is on helping Yale bring home another national championship. “To play a role in bringing a national championship back to Yale is my biggest goal this year. I will do everything in my power to help make that happen.”

SPRING 2015

22 WORLD LANGUAGE

DEVELOPING GLOBAL CITIZENS Global Citizenship & The Workforce Creativity, strong communication skills, the ability to work cooperatively in a group, organizational discipline—these are all traditional qualities that employers look for in job candidates. However, given the increasing globalization of the marketplace, sought-after abilities are no longer limited within the cartographer’s borders. Instead, employers seek competent adults who have had experiences beyond their own country of origin, which demands multilingual capabilities, an understanding of foreign cultures, and the ability to connect with people of various nationalities.

This growing need for global citizens in the economy is documented fact. A University of Phoenix Research Institute study recently concluded that demand for American workers who speak other languages—preferably Spanish and Chinese—will rise significantly over the next decade. The results showed that 40% of employers expect business proficiency in Chinese to be in moderate or high demand within the next ten years, while about 70% anticipate Spanish proficiency to be a highly sought after skill. Even more telling, more than 200 million people speak French—the second most widely learned foreign language after English.

At LFCDS, teachers understand this increasing demand for multilingual leaders in today’s economy.

To prepare students for this reality, LFCDS has ingrained a rigorous World Language program into the forefront of its curriculum.

23 World Language Program at LFCDS Did You Know?

The so-called “sensitive period” of language acquisition has been researched in developmental psychology and neuroscience and generally encompasses the period from birth to the age of twelve. Language learning during this period has been proven to increase math and logical reasoning skills, as well as higher English language aptitude.

In 2011, the World Language Program underwent a curriculum review that has resulted in a reinvigorated, three-tiered Spanish, French, and Mandarin experience for students.

The change adheres to the national standards for the teaching of world languages and embraces the Foreign Language in the Elementary School (FLES) model of World Language teaching. This structure of learning integrates highly engaging learning content, cultural studies, and incremental language instruction to better develop students’ language skills, rather than focusing on language proficiency alone.

The FLES program also encourages younger students to get involved in language learning at an earlier age. While many middle schools offer only one language or do not require language classes until later grades, LFCDS has embraced a mandatory language program that structurally immerses children in three different languages before requiring students to specialize. According to Chair of the World Language Department and thirty-five year veteran at LFCDS, Nan Caldwell, “It is crucial that children acclimate to different languages during the time in their development when they are most responsive to language acquisition. Because of this, we begin introducing world language instruction to students as young as preschool to offer a broader and more engaging learning experience.”

To take advantage of this window of opportunity, the LFCDS faculty decided to integrate three different languages into the Lower School learning experience.

By adding a Mandarin Chinese language route, LFCDS became one of the first elementary schools in Lake Forest to provide Mandarin instruction as part of the curriculum.

Now, students beginning in preschool are able to explore the Spanish, French, and Chinese cultures and languages throughout their ECC and Lower School education before ultimately deciding which language they will choose for proficiency study in the Upper School. Just before entering the Upper School, students are reintroduced to all three languages during a year review unit in fourth grade, further reinforcing their language learning skills and prepping them for their choice of one language the following year in fifth grade.

World Language Curriculum Preschool and Junior Kindergarten: Spanish Senior Kindergarten and Grade 1: Mandarin Chinese Grades 2 and 3: French Grade 4: Spanish, Mandarin Chinese, and French Review Grades 5-8: Specialization in Language of Choice

SPRING 2015

24 WORLD LANGUAGE

The Wider View The World Language experience at LFCDS incorporates far more than learning the technical aspects of syntax, grammar, and pronunciation. According to Elisabeth Brunner, Upper School French teacher and twenty-three year veteran at LFCDS, “We aim to prepare our students to view the world from broader perspectives, compare and contrast languages and cultures, and appreciate the importance of communication in international communities.”

“ Introducing a second language to children helps broaden their vocabulary, boosts their self-confidence, and connects them with a world far beyond their own.

It breaks down stereotypes and forces children to embrace different cultures.”

– Molly Arbogast, Class of 1984: Vice President of Corporate Partnerships, Philadelphia Eagles

“ The LFCDS World Language Program encourages young students to be curious about cultures other than their own and engage in novel, rich and adventurous trajectories, which creates well-rounded and global citizens.”

– Adam Levin, Class of 1998: World Virtuoso Guitarist

Part of grasping this global awareness begins with students understanding the value of unique perspectives. According to Sylvie Vanhoozer, Lower School French teacher and eleven-year veteran at LFCDS, “It is essential that young children learn to embrace differences. We are constantly pointing out that there is not an objective ‘right’ or ‘wrong’ way; there are new or diverse ways of looking at things, and kids need to know that this is okay.”

Academic units from preschool through eighth grade expose students at LFCDS to new cultures and help them develop this accepting attitude toward their global neighbors. In junior kindergarten, children take part in a staged “flight” and “visit” to South America as part of a combined Social Studies unit on South America and Language Studies unit on Spanish. Similar activities, such

Grade 8 IMMERSION TRIPS The World Language Department at LFCDS provides students at the elementary school level with a rare opportunity to acclimate to another culture before graduating. Every year, eighth-grade students take a trip that exposes them to the native culture of their world language of choice. These trips allow students to practice their language conversationally with native speakers, engage with the people and surroundings, and leave LFCDS with a memorable confidence-boosting experience. On the following page, you will get a quick glimpse into the French, Spanish, and Mandarin classes’ adventures from earlier this year.

as in-class Upper School Chinese New Year celebrations help make learning a language more interactive. Finally, the eighth-grade immersion trips have been cited by numerous alumni as a highlight and invaluable confidenceboosting experience during their time at LFCDS. According to Mrs. Brunner, “We want to make the learning process as organic as possible in order to bring the language alive. When you learn about the people who speak the language, how they interact, and what they value, it brings the language into a meaningful context.”

The global leaders of tomorrow will not only need to speak another language, they will also need to understand the culture, and that more than anything is what the LFCDS World Language Program strives to teach.

SPRING 2015

26 WORLD LANGUAGE French Trip Destination: Quebec Chaperones: Nelly Adelard, Scott Baeseman Highlights: A guided walking tour of the old city s An evening with the French Canadian chansonnier Pierre Leclerc learning traditional québecois songs s Visits to Le Château Frontenac, le Parlement, la Basilique Notre-Dame, and l’île d’Orléans s A day on the Beaupré Coast s A visit to the ice hotel—Hôtel de Glace s Dog sledding lesson and ride on the Île d’Orléans s And much more

Mandarin Chinese Trip Destination: Chinatown, NYC Chaperones: Ben Reitz, Pamela Rose, Bob Whelan Highlights: Dinner with LFCDS New York alumni s Authentic dim sum s A tour of the Museum of Chinese in America s Conversations in Mandarin at an authentic bubble tea shop s Guided tour of Chinatown s A night at the New York Rangers game s A visit to the Broadway show Matilda s A tour of Republic Records s A visit to the Avenues School in Chelsea for conversations in Mandarin s A visit to a Kung Fu studio s And much more

Spanish Trip Destination: Costa Rica Chaperones: Nan Caldwell, Lee Johnson Highlights: White water rafting trip down the Sarapiqui River s Zip-lining s Bat Class at the Tirimbina Bat Reserve s Horseback ride through the Braulio Carrillo National Park to the cascades and swimming s Bus to La Fortuna and Arenal Volcano s Hanging Bridges hike through the cloud forest canopy s School visit to pen pals at Liceo Chacagua s Waterfall hike and swim at La Fortuna waterfall s Bartering in Spanish at the Central Market in San Jose s And much more

SPRING 2015

GLOBAL CITIZEN 27

GLOBAL CITIZEN: MATT WILSON ’02 For Matt Wilson, a 2002 graduate of LFCDS, the word “limit” remains a vague definition.

Whether that word is applied to geography, career aspirations, or general curiosity, he feels there is always at least one more step that he can take in a positive direction.

Currently the Assistant Director of Gift Planning at Lake Forest College, Wilson spent two years abroad before returning with new perspectives. Wilson mentions that many of the life skills that he employed during that time in Ethiopia as a Peace Corps Volunteer were nurtured at LFCDS. “My teachers pushed me to ask ‘why’ a lot,” said Wilson.

“I never felt afraid to speak my mind at LFCDS and always felt safe to try out new things—I think that is because I always felt incredibly valued and respected by my classmates and teachers.”

After graduating from Lake Forest High School, the self-confidence and curiosity that Wilson developed at LFCDS shone during his time at Hobart & William Smith Colleges. Always interested in what lay beyond the United States, Wilson, a double major in political science and Contemporary Middle East Conflict, studied abroad at Tel Aviv University and was hooked. After he returned to his own campus, he set up a meeting with Hobart & William Smith Colleges’ president and former Director of the Peace Corps, Mark Gearan. After that meeting, Wilson knew what his next move would be.

Wilson points back to LFCDS when Nan Caldwell first taught him to appreciate the power of community and the understanding that he was part of something larger— something bigger than himself.

Remembering her words, Wilson served as an Education Volunteer and was charged with raising the quality of the

English departments in three primary schools and helping to orchestrate a variety of humanitarian projects. What he remembers most from his time are the relationships that he formed: “When I first arrived, I was alone and new in Ethiopia. I was the first Peace Corps Volunteer to live in Dilla in 35 years, and 95% of the town spoke no English whatsoever. I had to quickly adapt, and I did that through being patient, flexible, and consistent, which are all things I learned at LFCDS.” When asked where he found the courage, Wilson commented, “I have always had confidence in myself. That was something I developed at LFCDS—a place where you always felt encouraged and genuinely cared for.” Although he was not able to use the Spanish that he learned at LFCDS, Wilson said it was natural for him to learn how to speak the native language: “140 hours of intensive in-country language training sure helped, but it was the fact that I really believed that I could do it that pushed me over the edge. I started believing I could do anything at LFCDS,” said Wilson.

Having returned, his experience making an impact 8,000 miles away is always with him. Upon his return, Wilson explained that he is more conscious of the relationships in his life and the way in which he interacts with people.

SPRING 2015

28 ALUMNI PROFILE

CAITLYN FOX ’99 For Caitlyn Fox ’99, Lake Forest Country Day School didn’t just foster the skills necessary to succeed at Brown University and top management consulting firms—it gave her the confidence to forego promising career paths in search of more meaningful opportunities as a young professional.

Fox says, “I’ve never let myself get too comfortable.”

The Class of 1999 graduate chalks up her willingness to take vocational risks, like deferring an offer with an elite consulting firm out of college to work in a Tanzanian community development organization, to early discussions on living lives of consequence at LFCDS. “Finding meaning in one’s life was such a part of the conversation that I had at LFCDS,” Fox recalls. “My attraction to the area of social entrepreneurship started at Lake Forest Country Day School, as the school gave me the desire to do meaningful work.”

Caitlyn Fox not only followed that desire to Tanzania, but eventually to the Rockefeller Foundation as a strategy associate in 2010, passing on a promotion at Booz Allen Hamilton in order to pursue work that she felt would make a greater difference in the lives of others.

According to Fox, the close relationships formed with faculty at LFCDS were instrumental in instilling this self-confidence that was needed to pursue her dreams. She makes special mention of Patty Crofts, who “was warm and caring and communicated how much she cared about us,” and the powerful influence of the late David Genger, who “made learning, challenge, and exploration fun.”

From the Rockefeller Foundation, Fox moved on to pursue an MBA at the Wharton School at the University of Pennsylvania. There, she attributed much of her success in managing the complexities of social entrepreneurship to her academic education at LFCDS. She highlighted her ability to “problem-solve in ambiguous situations” as a crucial byproduct of her time at the School. Moreover, she recalled the importance of honing her writing in Marcia Mann’s English class and perfecting her public speaking with the help of Nicky Pittman’s warm-up exercises before Drama each day.

“I still do them before I make presentations,” Fox reports.

In fact, the greatest leverage that Fox gained from LFCDS is her ability to confidently address colleagues and clearly present her ideas. As an associate at Redstone Strategy Group in San Francisco, Fox is constantly presenting to clients, both formally and informally, and relies heavily on her communications and public speaking skills to convey complex information to persuade audiences.

“At a relatively young age, with the experiences I have been fortunate enough to have, I can sit around the table with CEOs and Doctorates with 30 years of experience and feel as though I can make a meaningful contribution,” Fox says.

SPRING 2015

ALUMNI PROFILE 29

WILL REARDON ’93 While watching Zero Dark Thirty might be the closest many of us will come to experiencing life as a Navy SEAL, at least one LFCDS alumnus can claim a more intimate perspective on the ranks of some of the nation’s most elite service members.

Will Reardon ’93 lived through the stuff of summer blockbusters for more than a decade as a member of the U.S. Navy SEALs, serving in areas of conflict ranging from Iraq to Afghanistan. Now based in Boston as an Assistant Vice President for Eaton Vance and equipped with a freshly minted MBA from M.I.T., Reardon credits LFCDS with the foundation for an extraordinary life of service.

“My seven years at Lake Forest Country Day School were an incredible time in my life,” says Reardon. “They provided me with many of the fundamental tools I needed to be successful in my subsequent endeavors.”

Even amongst members of one of the most venerated forces in the world, Reardon consistently stood out for his courage, leadership, and integrity during his years with the SEALs. The LFCDS alumnus earned four Bronze Star Medals, the fourth-highest individual award in the U.S. military, during combat deployments in the Middle East, and in 2009 was selected as the sole recipient of the John Paul Jones Award for inspirational leadership in the entire U.S. Navy.

Reardon traces the roots of his myriad achievements to his formative years, and early mentors at LFCDS. “The faculty constantly challenged me to push myself both in the classroom and on the athletic fields,” Reardon says.

“The academic foundation, work ethic, and principles that I came away with enabled me to achieve my goals.”

Reardon had the unique opportunity to put those lessons in mentorship to the test as a Troop Commander and Squadron Operations Officer for the Naval Special Warfare

Development Group — better known as SEAL Team Six. As a member of the most elite SEAL team in the Navy, Reardon planned, coordinated, and personally led special operations missions in Iraq from 2006 to 2009. Later, Reardon took on the role of Lieutenant Commander for Naval Special Warfare Unit Four, coordinating and overseeing missions to Central and South America until a move back to civilian life in 2011.

After a distinguished tenure in the Navy’s most prestigious fraternity, Reardon readily notes how much he treasures the relationships forged as a member of the LFCDS Class of 1992 and how, even for this remarkable alumnus, the journeys of his former classmates continue to move him.

“The friends I made at LFCDS continue to bring a tremendous amount of joy to my life,” says Reardon.

“Their accomplishments continue to inspire me as well.”

SPRING 2015

30 COLLEGE DESTINATIONS

Class of 2010: COLLEGE DESTINATIONS Pedro Alvarez

Rice University

Henry Levy

University of Southern California

Piper Benjamin

Boston College

Taylor Boyce

Southeastern University

Holly Meers

University of Michigan

Alec Bozorgi

Colgate University

Rahul Mehta

Princeton University

Christina Carfagno

Illinois State University

Paris Mendes

Chapman University

Andrew Cecola

University of Southern California

Melissa Merritt

University of Colorado Boulder

Thomas Chandler

Colby College

Jennifer Morehouse

Genna Crofts

School of the Art Institute of Chicago

Michigan Technological University

James Paige

Boston University

Shane Daly

Emerson College

Claire Pandaleon

Colgate University

Nikki Dennis

Southern Methodist University

Madeleine Pattis

Swarthmore College

Monterey Pepper

University of New Hampshire

Wil Dixon

Colorado College

Strawn Dixon

University of Southern California

Alexandra Potter

Sewanee, The University of the South

Katia Elisman

Connecticut College

Emily Raye

Xavier University

Katja Galli

Santa Clara University

Jack Richard

Rose Hulman University

William Gregg

University of Montana

Grant Rising

Emily Hennessy

Sewanee, The University of the South

Southern Methodist University

Jessie Rosso

Boston University

Chandler Huggins

Bucknell University

Connor Shannahan

Duke University

Lance Kennedy

Bradley University

Benjamin Shaughnessy

Leigh Ketelsen

Loyola University

Illinois Institute of Technology

Annie Kotlarz Amy Krivoshik

University of Miami Emory University

Duncan Shepherd

University of Illinois

Timothy SommerďŹ eld

University of Michigan

Malcolm Lamphere

Yale University

Penelope Tornes

Hamilton College

Jack Larson

Rollins College

Tate Wacker

Pedro Leme

University of Tampa

Savannah College of Art and Design

Caroline Watts

US Naval Academy

Jared Zenni

University of Miami

SPRING 2015

CLASS NOTES 31

Class of 2010: NOTES FROM CAMPUS Alec Bozorgi I am currently taking a gap year, but am excited to start college at Colgate next fall. I have been riding and competing horses in show jumping for the last eight years.

This year seemed like the perfect opportunity to completely immerse myself in the horse world and learn every aspect of horses as a business. In July, I competed at the North American Junior Championships where I won a silver medal with my team and finished 15th individually.

For the rest of the summer, I lived on Irish Olympian Kevin Babington’s farm in Pennsylvania as a working student. Once I start college at Colgate University, I plan on studying business and chemistry while continuing my riding.

Alumni Class Notes Please share your class notes with LFCDS alumni, teachers, and friends.

To share, please contact Jill London at jill.london@lfcds.org or (847) 615-6120.

Christina Carfagno I am at Illinois State University studying Early Childhood Education.

My college experience so far has been amazing! I have been able to study different topics that interest me, I have made many friends, and am currently involved in the Colleges Against Cancer club. We’re hosting a Relay for Life in Normal, Illinois that I hope to see some Panthers attend! Without my positive experiences at LFCDS I have no idea what I’d be doing with my future. I had so many teachers and faculty members that were huge influences on me choosing my career path when it came time. I am extremely grateful to LFCDS and my parents for giving me the amazing opportunity to attend such a wonderful institution filled with inspirational people.

Thomas Chandler I am currently a freshman at Colby College in Waterville, Maine. My major is currently undecided, but I am interested in studying something along the lines of architecture and environmental policy. My experience at Colby is off to an excellent start.

Attending smaller schools like LFCDS and Lake Forest Academy definitely made the transition into a small liberal arts college pretty easy. I walked onto the squash team, which has been a great way to continue my love for the sport and to get involved around campus. The values of community and responsibility that LFCDS has instilled upon me have carried through my time in high school and stand with me today.

SPRING 2015

32 CLASS OF 2010 NOTES Rahul Mehta

Strawn Dixon I’m a freshman at the University of Southern California.

While I’m a Communication Major right now, I plan to double major in Communication in the Annenberg School and in Critical Studies in the School of Cinematic Arts. My freshman year at USC has been such an amazing experience. I spent my first semester abroad in Paris, France and had the opportunity to travel throughout Europe. Since starting at USC in January, I’ve involved myself in a variety of extra-curricular activities such as working on graduate student film sets and playing men’s lacrosse. On top of my studies, I’m also doing freelance filmmaking in the greater Los Angeles area.

Chandler Huggins I am currently attending my first year at Bucknell University as a Mechanical Engineering major, and have loved every second of it.

The classes have been challenging, but so incredibly rewarding, and have earned me a position as a Technical Assistant at the Weis Center for the Performing Arts. I live in the Arts Residential College, and do all that I can to be involved in the choral and theatrical programs. This past year, I have served as the Vice President for Programming and Community Service in my dorm, and was recently offered a position as a Residential Advisor for next year.

I look forward to seeing everyone at the next LFCDS reunion and catching up!

This past fall at Princeton University, I interviewed for multiple internships in software engineering, and one of them was at a company called Palantir Technologies. They work on data science and integration and their initial funding and business was from the CIA and the Defense Advanced Research Projects Agency (DARPA) in the counterterrorism space. They recently got a very high valuation in their last round of funding, and have expanded to areas such as the finance, healthcare, and disaster response sectors. They made me an offer for the summer, but moreover, made me an offer for the current semester. I took the spring semester off and am currently working for them. Since I’d focused on theory so much in high school, I wanted to see what was going on in industry to further direct my studies next fall when I’m back at Princeton. My first year has been great so far! I absolutely love Princeton, and it’s everything that I hoped it’d be. I love my classes and professors, and have made some great friends there.

Jennifer Morehouse I am at Michigan Technological University and I am studying Surveying Engineering.

College for me has been great! I feel like I was well prepared for the challenges that I have faced since this past fall.

I am on the Woman’s Lacrosse Club Team and I am also involved in Campus Crusade for Christ (CRU). I am taking leadership roles in both of these clubs as well as working a few hours at our gym (SDC). Something that I remember and still say to this day before an exam is a phrase that Mr. Arthur said to us before we took a test: “You can do it if you put some power to it.”

33 I’m in two different outdoors groups. One organizes trips on weekends, and the other organizes and staffs an orientation trip for incoming freshman. I’m also a big college basketball fan and have yet to miss a home game.

Claire Pandaleon I am currently a freshman at Colgate University in Hamilton, New York. Although I have not yet declared, I plan on double-majoring in psychology and art history.

So far, I love Colgate! The liberal arts tradition that Colgate embodies is a fabulous fit for me as I have a range of interests and crave academic exploration—a drive that LFCDS instilled in me. Currently, I am involved with service through Colgate’s Center for Outreach, Volunteerism and Education (COVE) in which I tutor children of Somali refugees on a weekly basis. I am also enrolled in an extra-curricular seminar entitled, Yes Means Yes. This seminar, made up of students from every class year, focuses on sexual assault awareness and promotion of positive sexuality in general. I recently illustrated a children’s book written by Catherine Conley, a local Lake Forester, entitled Coming Home. It is currently being published and should be hitting shelves in book stores (including Lake Forest Book Store) by this summer. To this day, I am grateful and proud to say that I received my formative education at LFCDS. Go Panthers!

Connor Shannahan I am at Duke University studying Mechanical Engineering. My college experience has been great so far. Classes are certainly more challenging, but LFCDS and LFHS prepared me well. I don’t think I would be at Duke without that. I’m involved in a number of intramural sports including basketball and soccer which I played at LFCDS.

Caroline Watts I am currently at The United States Naval Academy planning to major in Ocean Engineering. The Naval Academy develops Midshipmen in its moral, mental, and physical mission from day one of our Plebe Summer initiation training, the summer before our first year. The nature of the Academy prepares us to handle many responsibilities, both rigorous academics and military training, simultaneously. This pressure is demanding yet rewarding. The Brigade of Midshipmen is divided into companies of about 160 people with 40 of each class, led by a Company Officer, Company Senior Enlisted Leader, and midshipmen with billet positions.

The way our company is run and the fine-tuned attention to detail and leadership training as one rises from “Plebe” to “Firstie” is meant to mimic dynamics of the fleet and prepare us to become Officers upon commissioning. We are further divided into duty sections within company, which stand watch on certain days and weekends. I ran cross country this fall and have become involved in our Baptist Collegiate Ministry on the yard. The Ski Trip I took with BCM is one of my greatest memories Plebe Year, as we have a limited amount of liberty (freedom to leave the yard) as Plebes.

SPRING 2015

34 GOLDEN APPLE

GOLDEN APPLE

Back Row (L to R): Tom Crofts, Nan Caldwell, Scott Baeseman; Front Row (L to R): Sally Bullard, Kim Bell, Maria Hempen

The Golden Apple Foundation is a non-profit organization that supports, inspires, and develops impactful teachers in Illinois. As an organization, it galvanizes resources and efforts to meet that end. Begun in 1985, the Golden Apple Foundation annually awards outstanding teachers and pledges to help develop similar educators who are able to motivate students in exceptional ways. Since its founding, the Golden Apple Foundation has been widely recognized as the barometer for distinguished teaching in Illinois. The symbol of that first class recognition is the Golden Apple Award for Excellence in Teaching.

LFCDS strives to seek out and retain these teachers whose inspiring character transforms committed students. While LFCDS maintains a state-of-the art campus, facilities, and generous parent and administrative support, the School has always grounded its identity in the quality of its teachers. Throughout the history of the School, LFCDS has welcomed numerous teachers whose genuine care and commitment to excellence have made significant impacts on the lives of countless children. Although the Golden Apple Foundation has had a brief tenure compared to the School, it has recognized six of our current teachers in less than twenty-five years as finalists for the annual award.

35

“ Lake Forest Country Day School has consistently developed outstanding educators who are dedicated to making a real impact over students’ lives. These ‘transformers,’ who effectively inspire students for future success, are the kind of educators that we look for when evaluating potential award-winners.”

– Gloria Harper, Chief Program Officer at Golden Apple The Golden Apple Foundation annually recognizes thirty finalists and ten winners for the Golden Apple Award for Excellence. Finalists for this award are teachers who have demonstrated a unique ability to inspire their students in exceptional ways. These finalists are hand picked from a pool of applicants and nominees that regularly exceeds one thousand people.

In 2007, the Golden Apple Foundation’s Selection Committee began recognizing “Teachers of Distinction” during the finalist process. These selected teachers are finalists who have been recognized for “superior teaching work.” In the eight years since this award was first established, three LFCDS teachers have received this prestigious recognition. Out of the thousands of teachers under the Golden Apple “Suburban Independent Schools” category, only four have ever received this honor—three of them being LFCDS teachers.

The Golden Apple Foundation most recently honored Kim Bell with a “Teachers of Distinction” award last year.

Mrs. Bell, a veteran teacher in just her second year of teaching English at LFCDS, taught high school before joining LFCDS. With this award, Mrs. Bell joined present LFCDS teachers Sally Bullard, Tom Crofts, Nan Caldwell, Scott Baeseman, and Maria Hempen as Golden Apple finalists at LFCDS. Mrs. Bell was flattered to have received the nomination, and mentioned that Tom Crofts, former finalist and award recipient (1993), was paramount in terms of influencing her to pursue the next steps during the nomination process. Mr. Crofts still has his award sitting in his room.

When asked about his award, Mr. Crofts always points to a specific part of the plaque—the inscription that reads, “Awarded to Lake Forest Country Day School.” For Mr. Crofts, the finalist process symbolizes the excellence that is on display in each and every LFCDS classroom.

LFCDS Teachers Nominated

by Golden Apple: Tom Crofts (1993): Winner Sally Bullard (1994): Finalist Nan Caldwell (1999): Finalist Scott Baeseman (2011): Finalist, Teacher of Distinction Maria Hempen (2012): Finalist, Teacher of Distinction Kim Bell (2014): Finalist, Teacher of Distinction

SPRING 2015

36 IN MEMORIAM

REMEMBERING FRED HAHN The LFCDS family is sad to report the passing of our dear friend and former colleague, Fred Hahn, who was 80 years old when he died peacefully on February 6, 2015. Fred passed away in his beloved Colorado after a brief battle with leukemia and a long and full life. He was surrounded by his family and friends at the time of his death.

Fred left an indelible mark on our School and in our community as a math teacher, tutor, and coach over the course of three decades. He changed lives with his endless humor and dedication to all those who were fortunate to know him.

Please feel free to share obituary information with us by contacting Jill London at jill.london@lfcds.org or (847) 615-6120.

“ Fred was so full of fun! When a student had hiccups in his class he would stop class, quiet everyone down, and hold a $5 bill under the student’s nose. Then he would tell them to continue hiccupping and they could have the $5 bill.

Over Fred’s long career, almost no hiccupping students ever won the $5! He was creative, funny, and loved teaching math!”

– Tom Crofts, Chair of the Social Studies Department

“ He was one of the most generous people I have ever known. He lived to help others. His friends, colleagues, and students would all agree that he was happiest when he was able to cheer someone up with a smile, an improved grade, a joke, or a handshake.”

– Nan Caldwell, Chair of the World Language Department

37 Stewart Strawn Dixon ’44 Stewart Strawn Dixon, 84, of Lake Bluff died December 14, 2014 after a lengthy illness. Stew Dixon loved Lake Forest Country Day School and was a friend and loyal supporter for over 60 years, as a student at the Bell School, a parent from the late 60’s through the mid 80’s, and as a grandparent and trustee.

Stew cherished the Grandparents’ Day celebrations and was always genuinely interested in what our students were doing. Our thoughts and prayers continue to be with his wife, Ann, and his three children from his previous marriage to Romayne (who preceded Stew in death and who we all knew and loved as Willy), Stew, John and Ro, and his nine grandchildren, the last two of whom, Thomas Dixon and Timmy Thompson, will graduate this year from LFCDS.

“There is no question that Stew Dixon had a distinguished law career as well as an exemplary career in civic and community involvement, but I will always remember him as a kind, thoughtful, and caring person who made all of those around him feel whole and uplifted! He was never without a warm and inviting smile on his face.”

– Bob Bullard, Assistant Head of School

Christopher Boardman ’76 T. Christopher Boardman passed away November 18, 2014. Chris graduated St. George’s School and received a BA in English at Colorado College and an MBA from University of Colorado at Denver. An investment manager, he loved to downhill ski in Colorado’s Rocky Mountains. The breadth and depth of his friendships attest to his genuine open-mindedness and inspiring kindness. He is missed by friends and family.

“I had the joy of having Chris in my history class, and it was a privilege to know and to teach him. He was a conscientious student with a delightful manner and way about him and a charming sense of humor.

Chris had a perspective beyond his years, and he was a true gentleman, always willing to extend a helping hand to classmates and his teachers.

He held a profound measure of respect from his classmates, and he was truly someone whom everyone enjoyed being around.”

– Bob Bullard, Assistant Head of School

SPRING 2015

38 AUCTION 2015

AUCTION 2015 A Midsummer Night’s Dream

The 2015 Auction was an outstanding success. From the electric live auction and paddle raiser, to the thoughtfully packaged silent auction sections, over 300 parents, faculty, staff, alumni, and LFCDS friends enjoyed an elegant night. Proceeds from the evening will benefit all the children at the School and will ensure that our cuttingedge technology, inspirational teachers, and academic rigor will continue to prepare students for success beyond LFCDS. Congratulations to this year’s auction co-chairs, Nicole Peterson and Kim Shortsle, and their team of volunteers for inspiring such a magnificent evening.

39

SPRING 2015

40 ANNUAL GIVING FUND WHAT IS THE ANNUAL GIVING FUND? Gifts to the Annual Giving Fund provide for the margin of excellence that makes the LFCDS experience extraordinary. SpeciďŹ cally, contributions to the Fund allow LFCDS to maintain a low student-to-teacher ratio, to recruit and retain talented faculty members, to utilize cutting-edge technology in the classroom, and to preserve our core values of excellence, partnership, responsibility, participation, and diversity. The Annual Giving Fund at LFCDS makes everything possible.

WHY W HY GIVE? Thee Annual Giving Fund is Lake Forest Country Dayy Sc D Da School’s most iimportant ongoing fundraising activity. ac cti t vityy. Similar to tthe majority of all independent schools, scho hools, LFCDS rel relies on charitable giving to bridge tthe he gap gap between between tui tuition revenues and total operating ccosts. ostss. Ann Annual nual Givin Giving Fund contributions are an essential essen ntial rresource esource an and play a vital role in the day-to-day d ay--to-daay operations operatio of the School. Participation with w ith h a gif gift ift of any size si allows LFCDS to attract support sup pport ffrom rom found foundations and corporations.

CORE VALUES: Excellence Partnership Responsibility Participation Diversity

Lake Forest Country Day School 145 South Green Bay Road Lake Forest, Illinois 60045 (847) 234-2350 | www.lfcds.org

If we have made an error of any kind, please accept our sincere apology and bring it to our attention so that we may correct our records immediately. Please contact John Kinzer at john.kinzer@lfcds.org with any concerns or questions. In the meantime, look out for our fall issue, set to come out this October!

NON PROFIT ORG U.S. POSTAGE

PAID LAKE FOREST, IL Permit #90