The Winds of Freedom: Katie Lan’s Growth from Keystone to Stanford

In the penultimate year of high school, as Katie Lan braced herself for college applications, she found herself exposed to a sea of application narratives from other students on social media. She found herself pondering the vast amount of annecdotes from the application process, writing down her own thoughts.

“These miniature life stories, they shine like spotlights, casting the senior students in the role of luminaries. The articles are rife with words such as ‘transformation’, ‘metamorphosis’, ‘suffering’, ‘exerting all efforts’, ‘desperation’, ‘surprise’, ‘unbelievable’, and ‘luck’. Upon reading, one gets the impression that the application season is a formidable beast, and these individuals are the heroes who surmount the insurmountable, the warriors who give their all, and the legends who eventually win the favor of the goddess of luck. But what of the narratives that unfold after the application? Once we step outside the framework of the application season, these stories seem to lose their significance in the grand scheme of life.” 

Now, having recieved her offer letter from Stanford University on the final day of regular decision applications, Katie still finds that her musings ring true.

For Katie, the most valuable lesson she learned during the arduous application process was the importance of dispelling the myth of the value of school rankings. As the application season drew to a close, Katie found herself envisioning a future at any of the institutions she had applied to. Prior to her acceptance at Stanford University, she had received offers from a diverse array of extraordinary universities. She knew that rankings alone were not enough to select the best university for her, prompting her to explore all the unique resources each university offered to find a school that fit her educational ideals.

Although Katie’s early decision application to Stanford was deferred, she still held fond memories of the school from her time in its Summer Humanities Institute in 2023. She recalled a specific moment that had deeply moved her: “one day, during lunch, a group of Stanford undergraduates who were staying on campus for the summer were engaged in a passionate discussion about academic topics. Their eyes were alight with fervor. Outside the window, the green trees swayed in the summer wind, their leaves shimmering in the sunlight. The verdant foliage framed the green eyes of one student, creating a scene of overwhelming beauty.” She also remembered her encounter with the insightful museum curator at Stanford, whose engaging storytelling about the exhibits had left a lasting impression on her. The campus architecture, the artistic installations scattered across the campus, and the professors’ openness to student views – every facet of Stanford exuded a strong and innovative atmosphere of learning that Katie appreciated.

What constitutes someone’s ideal school? This question has been explored by Bill Burnett and Dave Evans, the minds behind the Stanford Life Design Lab. They propose that the concept of a “fit” is not static but rather an ever-evolving process. Instead of pursuing the “very best fit”, they advocate for the discovery of “multiple choices that fit”. This approach, they argue, paves the way for a life brimming with creativity, boundless hope, and profound meaning. In their literary work, they elucidate that as one navigates the journey of growth, achieving milestones, and amassing ever-increasing abilities and resources, the answer to the ‘very best fit’ is in constant flux, changing with each passing day. They believe that the true essence of a fulfilling life lies in discovering the many options available to us and having the courage to try one of them to start our journey.

Learning through Service

When Katie was younger, she saw the world was a canvas painted in stark black and white. This binary world was inhabited by two distinct types of people: the great heroes and the rest. She harbored the steadfast belief that she was destined to join the ranks of the former, that growing up was synonymous with becoming a heroine. Yet, as she journeyed through life, guided by the twin compasses of family and school, her eyes gradually opened to the true visage of the world. “For me, growing up is a process of constantly adjusting focus,” Katie said. Like a camera adjusting its aperture, her perspectives shifted from her “self” to her surroundings, revealing the vast and intricate world that extended beyond her.

“I have always acknowledged my good fortune with a sense of profound gratitude. I have been well-provided for, blessed with a loving family that offered spiritual support, and fortunate to attend schools that offered rich resources and nurtured my curiosity. Yet, I am acutely aware that countless others in this world were not as fortunate.”

Katie felt a compelling desire to extend a helping hand to others. She wanted to “use her resources to help those in need”. Yet, understanding how to translate her perception into action was a lesson that evolved with her expanding educational experience.

When she was a little girl, Katie’s memories of service were imbued with a comforting warmth. Even at a tender age, her parents would accompany her to the post office, where she would donate money and supplies to children residing in mountainous regions. The simple acts of parting with her pocket money or penning a greeting card and sending it out would fill her with a profound sense of accomplishment.

In Grade 2, a journalist friend of Katie’s mother introduced her to Banshanmen Primary School in Danba County, Sichuan. Katie’s own class formed a close bond with a class from Banshanmen. Katie also initiated a charity action group within her class, donating money, books, and supplies to the children of Banshanmen Primary School. Before she graduated from primary school, the charity groups had donated over 100 books and a total of 60,000 yuan to the school. Their altruistic endeavors did not go unnoticed. Katie and her classmates were bestowed with the title of “Charity Angels of Danba County” by the Danba County government.

One summer vacation, Katie and her classmates visited Banshanmen Primary School, living alongside local students for five days. The children from Beijing encountered their first “culture shock” of urban-rural differences. They recorded various “amazing discoveries” in their diaries: “encountering yak bones in a sparsely populated high-altitude place where local people herd yaks”, “startling stories of cows falling off cliffs and dying”, “picking wild vegetables on the mountain”, “harvesting garlic sprouts”, “the creaking floor, and the absence of a decent chair in the cottage”, not to mention the “filthy-smelling toilet”. Through all these experiences, they formed close bonds with many of the students at Banshanmen.

This experience stirred a desire within Katie to further her service work. Upon transferring to Keystone in Grade 6, she, along with five schoolmates of similar interest, formed a service group. Their hearts were filled with noble intentions, but reality proved to be a formidable adversary. They reached out to airlines, hoping to secure free tickets for children to witness the flag-raising ceremony at Tiananmen Square in Beijing, a dream that remained unfulfilled despite their relentless efforts. When the bicycle-sharing industry was booming, they sought to donate unused bicycles to children in mountainous areas, only to be met with refusal due to safety concerns. In Grade 7, they envisioned providing online English lessons with the aid of Keystone teachers, but the lack of necessary conditions forced them to abandon this endeavor.

Through trials and tribulations, Katie felt the chasm between her aspirations and the harsh realities of the world. Yet, she remained undeterred, contemplating: how can one individual extend meaningful help to those in need? Is the assistance provided truly aligned with the needs of the recipient? What paths have her friends from Banshanmen Primary School embarked upon in their lives?

It was not until three years later, when she started her Personal Project in Grade 9 that she found the courage to confront these questions. She spent six months revisiting the lives of three children from the rural school - Li, Rong, and Yang, their names veiled under pseudonyms. Li, whose parents held a fervent belief in education, was admitted to a military academy. Rong, a child of divorce, bore the weight of familial responsibilities. Yet, she was not alone. Compassionate teachers, stood by her side, kindling her aspiration to teach. Yang, after graduation, entered a sports school and emerged as a skilled athlete.

In the end, Katie distilled her research into a booklet, My Journey to Understanding Poverty Alleviation in China, and disseminated a thousand copies within Keystone. Her findings painted a stark picture – fleeting donations could not fundamentally alter the lives of impoverished children. Those who received aid continued on their original paths, their lives primarily shaped by their parent’s support for their edcuation, the care of their teachers, and their surrounding environment. The findings of this research taught Katie the limitations of individual efforts and the complexity of philanthropy.

Besides revisiting children she had once aided, Katie would conduct on-site interviews and research from the vantage points of government, businesses, and individuals. She engaged in dialogues with an official in poverty alleviation, and a corporation that had employed villagers as beekeepers, producing honey in harmony with nature, and channeling a portion of the profits back into local rural construction, as well as lawyer Yang, the visionary behind the Mustard Seed Mobile Library. 

Through this process, Katie came face to face with the complexity of poverty alleviation in China. She realized that it was not merely about donations, providing books, or exchanging letters. Over the following six months, she began to view the situation through a wider lens, studying the myriad efforts aimed at mitigating the impact of poverty on the vulnerable. Her quest for understanding led her to dig into relevant research papers. She found resonance in the words of a scholar she quoted in her research manual, who likened the government, businesses, and individuals to an “iron triangle”, the skeleton, muscles, and nerves of society. She understood that charity work was not a solitary endeavor, but required the concerted effort of all three parties. She penned down her thoughts, saying, “A hand without bones is powerless, a hand without muscles is dreadful, a hand without nerves is numb. Only a hand with bones, muscles, and nerves can be the ‘charitable hand’.”

Katie realized that, for her services to truly make a difference, she needed to harness the power of collaboration. Thus, she decided to join the Mustard Seed Mobile Library. Along with other volunteers, she meticulously selected high-quality books apt for young readers, curated a reading list, and developed a 10-week reading program, aiming to broaden the horizons of children in mountainous areas and nurture their independent thinking. In Katie’s words, “even though I cannot change the world right now, I can prepare for it. By joining an organization stronger than myself, I can do my part with my current capabilities.” Through this process, Katie began to find that the essence of service was not tethered to giving money or goods. It was a broader, more encompassing endeavor that involved digging into the roots of urban-rural disparities, igniting discussions within the community about individual strengths, and fostering an environment that celebrated diversity and inclusivity. Furthermore, service did not need to happen in faraway places, all this could happen within her own local community.

Katie brought more service projects to Keystone, such as Glimpse an extracurricular project focused on understanding the disparities in urban and rural education. She and her peers conducted interviews with several Keystone parents who had transitioned from rural to urban areas through education. These conversations were compiled into a report, Between the Tides: A Review of the Rural-Urban Education Journey. Through projects like this, Katie even realized that in certain contexts, individuals who once held advantageous positions could become disadvantaged, such as expatriate teachers in China during the pandemic. This insight gave birth to a new annual tradition, Cultural Mosaic. This cultural event, now in its third year, encourages diversity and builds bridges between cultures.

In 2024, this week-long event concluded once again at Keystone. Reflecting on their journey, the founders, Katie and Annie Geng, often find themselves enveloped in a sense of surrealism. It feels as if they are living a beautiful dream. Everything stemmed from a single idea, a seed that sprouted amidst countless difficulties and challenges. Katie muses, “Before the very end, I didn’t dare to imagine that this seemingly whimsical idea would eventually become a reality, much like sculpting a bubble.” Now in Grade 12, Annie and Katie, have stepped back this year. They passed the baton to the next generation of student leaders - Allan Wang, Anna Wang, Lucas Ma, and Richard Gao of Grade 11, and Grace Yu of Grade 10. The Cultural Mosaic Committee now boasts 12 members spanning Grade 9 to Grade 11, and the event has inspired even more members of the Keystone community to celebrate the diversity of amazing cultures found at the school and around the globe.

What is Leadership?

In the wake of Cultural Mosaic, Katie’s prowess as a student leader stands undisputed. Yet, her path was not without its trials. From her middle school days, Katie had been a member of the Middle School Student Council, blossoming from a member to its president. Under her stewardship, the council initiated a plethora of new activity series, significantly amplifying student participation. Even the teachers bore witness to a shift in the council’s atmosphere under Katie’s leadership, as student leaders embraced more autonomy in running the council and proactivity in orchestrating activities for different student communities.

As she moved into High School, Katie ran for the council twice in a row, only to be met with failure, which caused a bit of self-doubt to creep up within her. Despite her successful tenure in the Middle School Student Council, Round Square, and Keystone Literature Playhouse, why was she grappling with challenges this time? Yet, the cloud of doubt was ephemeral, blowing away like the wind. Katie harbored no fear of failure. What mattered was the wisdom gleaned from her experiences. In fact, if failure and setbacks are inevitable, then learning and growing from them can be a positive experience. Instead of dwelling on doubt, Katie found herself reflecting on an important question: “what is leadership?”

As the student president of Round Square at Keystone, she has represented Keystone twice in the organization’s international conferences, once online in 2021, and another time in 2023, when she journeyed to Kenya alongside Keystone’s Executive Head of School Dr. McCarren and several fellow Keystone students. These global symposiums served as windows to the world, significantly broadening Katie’s horizons. They drew her attention to pressing issues such as environmental protection and global service actions. Simultaneously, they offered her a platform to interact with peers from diverse backgrounds worldwide, immersing her in a rich world of interpersonal exchanges.

After one conference, Katie recalls engaging in a casual conversation with an Arabic drama teacher. The teacher shared an Arabic poem, a lyrical creation of a desert princess penned for her loved ones. As the teacher recited the verses in a hoarse voice, Katie, could feel the beauty of the poem’s rhythm and the teacher’s majestic, powerful voice, even without understanding Arabic. It was as if she was transported to the desert, hearing the whispers of the desert wind… Such moments, where exchanges and understanding of cultures unfold naturally in everyday dialogues, transcend language barriers and cultural boundaries.

In the 2022 World Cup in Qatar, Argentina reclaimed the championship after 36 years. At the Round Square conference in Kenya, Katie shared living space with a girl from Argentina, who, with a sparkle in her eyes, told vivid stories of Argentina’s World Cup triumph. The victory was not just a moment in time, but a living, breathing entity that still danced in the hearts of her people, months after the team lifted the trophy. Their conversations often meandered into childhood memories. Katie’s roommate often spoke of days when her family would watch football games whenever they were held near their home. This heartfelt passion for football made its way into Katie’s heart, transforming her perception of football and the World Cup from distant concepts into a shared joy. She found herself basking in the happiness of her roommate, a happiness that transcended borders and cultures, reinforcing her belief in the underlying unity of humanity.

As Katie learned from her experiences, her perspective of the world evolved. She realized that fear and misunderstanding often stem from viewing things from a distance. But, as one ventures closer, the intimidating unknown unravels to reveal a familiar essence. She saw the walls that people build in their hearts, fueled by distant observations, and causing conflict and opposition. Renowned writer Liu Zhenyun once said, “In this world, there are no right or wrong arguments, only debates between differing rights.” This sentiment invites us to consider that in conflict, right and wrong are not the sole answers. Katie seeks to use her influence to shift the focus between different groups. Rather than highlighting differences, she yearns to uncover the resonating similarities that bind us together.

Echoing this sentiment, American poet Maya Angelou once shared her thoughts on celebrating differences, believing that we should celebrate our differences and diversities, for it is within these differences that we unearth the wellspring of strength and creativity. Katie used to lead Baraza, a group under Round Square. The name, borrowed from the Swahili language, means different souls converging in harmony. This philosophy is embodied in Cultural Mosaic, which serves as a platform to bring diverse individuals together, fostering dialogue, exchanging ideas, and truly seeing one another. This, Katie believes, is the quintessence of leadership. Her high school journey, marked by numerous experiences and growth, has led her to a brand-new understanding and recognition of leadership.

This journey of leadership unraveled a truth before her - titles and positions were mere illusions. What truly mattered was the desire to rally a group of people towards a shared vision. She realized that leadership was not confined to a specific mold. It did not demand charisma, stirring speeches, or a sense of humor. Instead, it was about orchestrating resources, setting ambitious goals, and being willing to tread the extra mile. It was about enabling everyone to emerge as leaders in their own spheres of passion.

Reflections on Ideal Education

When Katie reflects upon her time at Keystone, she her growth to the nurturing environment found at the school. Keystone, she believes, is a fertile ground that allows her to explore the vast expanse of the world and discover her true self. “Keystone,” she recalls, “is a platform that has emboldened me to speak my mind, to ponder the mysteries of the world, and to translate my thoughts into actions.” She recognized early on that the ability to bring her whimsical ideas to life was a blessing given by her education. She believed that in Keystone, the gap between ‘vision’ and ‘action’ could be bridged with simply possessing one or two qualities among kindness, passion, creativity, and perseverance.

When thinking back on her memories from organizing Cultural Mosaic, Katie was overwhelmed by the support she received. The backing from the then current Dean of Students, Ms. Sanchez, for the budget, the endorsement from Ms. Daphne for the gym as their venue… Even in Grade 6, when her English was not fluent enough for a speech at an assembly, former Head of School Malcolm Mckenzie did not let her retreat. Instead, he encouraged her to express herself freely in Chinese, with a teacher interpreting her words. Just last year, when Katie proposed the ambitious idea of a Non Teaching Staff Sport Festival, Executive Head of School Dr. Emily McCarren offered her unwavering support, even joining in the festivities.

She wrote, “When did we gain this tranquility, this confidence, this belief that at Keystone, if something is possible, and we wish to pursue it, we can certainly achieve it?” Her thoughts meandered further, to the pages of Kazuo Ishiguro’s novel Never Let Me Go, which she had recently read. The words of the novel added depth to her reflections.

In an English countryside, within the confines of the boarding school, Hailsham School, reside three kindred spirits - Kathy, Ruth, and Tommy. This dystopian sanctuary, an ivory tower of sorts, nurtures their minds with poetry, art, reading, and critical thinking, under the watchful eyes of their guardians. Yet, beneath this utopian veneer, their destinies are etched in stone - they are clones, birthed to provide vital organs for society. The question then arises - why does the school inspire them to craft their own art, to seek their own worth?

“As many mature, they often liken their alma mater to an ivory tower. Education, in their eyes, is an idealist’s defiance against a world that often seems harsh and unforgiving. They believe in the power of education to shape the world, one campus at a time, nurturing students who might make the world a tad better.

I consider myself fortunate, akin to the clone students at Hailsham School. I believe that when I grow older, I will treasure this simple experience. I will remember that there are people in the world who value kindness, passion, innovation, and perseverance - qualities that can be nurtured without the constraints of a budget.

Yet, many face the stark realities of life from the moment of their birth. Will they question the world’s rules? Will they voice their dissent when they are placed on the chopping block?”

When Katie shared these reflections in her WeChat Moments, Zifeng Zhu, her friend from the same grade level, responded with appreciation, lauding her views as “sincere and brave”. Zifeng also offered her own insights on Katie’s contemplations on elite education.

“That we have, for a period of time, been living in an ‘ivory tower’ is indeed a stroke of good fortune, even a privilege. This experience allows us to bear witness to and touch upon ideals that would shape our perspectives. I recall reading a viewpoint that elite education, while potentially leading to inequality, remains of paramount importance. I believe that if we can harness the opportunities we had during our student days and all the support we can garner, to strive for the things or people we hold dear, it might also be a way of giving back to this student life that mirrors an ivory tower.”

Receiving a response, Katie felt a great sense of joy, and that was possibly one of her most treasured moments at Keystone. She relishes the exchange of thoughts with her schoolmates, sometimes even anticipating such sincere and profound dialogues more than writing down her own thoughts. In Katie’s perspective, the students of Keystone’s Class of 2024 all possess a hint of “idealism” in their reflections, and they regularly engage in discussions on current affairs topics like social justice and fairness.

The reflections of these two Keystone students on elite education find a distant echo with American political philosopher John Rawls. He posits that no one should have greater natural abilities or more advantageous social starting points, but this does not imply that all innate differences should be eradicated. He argues that rather than burdening the swiftest runners with leaden shoes, they should be empowered to race at their full potential. However, he also believes that it’s crucial to acknowledge that the fruits of their speed are not solely their own. Talented individuals should be inspired to cultivate and harness their abilities, yet it is also important to recognize that their achievements ought to be shared with the broader community.

In Katie’s perception of the world, the stark contrasts of black and white have blurred into cool greys, and simplistic divisions have faded. Yet, she stands unafraid, as she finds solace in coexisting with the uncertain complexity that life brings, armed with the wisdom to ponder and the courage to confront reality. The question of whether she can become a heroine has faded into insignificance. She believes that everyone has the power to define themselves, not by the labels society imposes, but by crafting their own unique narrative. Just as admission to a particular college never encapsulates a student’s entire existence, life is but a journey that is only beginning.

She cherishes the principles she has gained from her life thus far: harnessing one’s resources to aid others; fostering communication to bridge differences and enhance mutual understanding; introspection, self-reflection, and self-motivation for personal growth; and finding significance in one’s ordinary life. These reflections echo the principles and mission of higher education as articulated by the founders of Stanford University. They envisioned that higher education should “promote the public welfare by exercising an influence on behalf of humanity and civilization, teaching the blessings of liberty regulated by law, and inculcating love and reverence for the great principles of government as derived from the inalienable rights of man to life, liberty, and the pursuit of happiness.”

The Stanford University motto, “Die Luft der Freiheit weht” (the winds of freedom blow), encapsulates this spirit, encouraging the free pursuit of academics. These winds of freedom, having influenced countless generations of students, have now swept over Katie.

Acknowledgments:

Sincere gratitude is extended to Ms. Dorothy Mubweka, Mr. Bill Russo, Ms. Christina Myrisi, Dr. Emily McCarren, Mr. Percy Jiang, and Ms. Sonja Song for their invaluable contributions through interviews and in the writing of this article